Relations between identity and educational quality within preservice music teacher training

One of 26 papers in the series: Proceedings of the Sixth International Symposium on the Sociology of Music Education available on this site.

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Presented at the Sixth International Symposium on the Sociology of Music Education. This paper presents observations of pre-service music teacher training as organized in two parts, with one focused on instrumental teaching and the other focused on classroom music teaching.

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13 p.

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Johansen, Geir July 2009.

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This paper is part of the collection entitled: International Symposium on the Sociology of Music Education (ISSME) and was provided by UNT College of Music to Digital Library, a digital repository hosted by the UNT Libraries. More information about this paper can be viewed below.

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UNT College of Music

The nation's largest comprehensive music school, the UNT College of Music provides a dynamic learning environment for both future professionals and the broader university community. The college offers fully accredited degrees from bachelor to doctoral levels, and its faculty includes internationally acclaimed artists and scholars. More than 1200 concerts and recitals are presented annually.

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Description

Presented at the Sixth International Symposium on the Sociology of Music Education. This paper presents observations of pre-service music teacher training as organized in two parts, with one focused on instrumental teaching and the other focused on classroom music teaching.

Physical Description

13 p.

Notes

Abstract: Pre-service music teacher training is organised in various ways in different countries as well
as in different institutions for music teacher education. In the present case it was organised in
two parts, both of which were mandatory for all students to participate in. One concerned
instrumental teacher training. Here, each trainee observed and taught one student over a year,
guided by a supervisor who was a teacher of that same instrument. The other part involved
training in elementary and lower secondary school classroom teaching. Over a total of two
years, trainee groups observed and taught a music class for one day per week in some
semesters, and longer periods in others. The trainees were guided by one of the school’s
music teachers who took on the role of a supervisor.

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  • International Symposium on the Sociology of Music Education, July 5-9, 2009. Limerick, Ireland.

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  • Publication Title: Proceedings of the Sixth International Symposium on the Sociology of Music Education

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International Symposium on the Sociology of Music Education (ISSME)

This biennial symposium draws together music education academics from around the world to discuss issues, practices, and perspectives focusing on connecting music learning and other music experiences with the lives, values, identities, and communities of those involved. Included in the collection are papers from the symposium.

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Creation Date

  • July 2009

Added to The UNT Digital Library

  • Nov. 28, 2018, 5:21 p.m.

Description Last Updated

  • Feb. 13, 2019, 3:30 p.m.

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Johansen, Geir. Relations between identity and educational quality within preservice music teacher training, paper, July 2009; Dublin, Ireland. (https://digital.library.unt.edu/ark:/67531/metadc1390640/: accessed March 26, 2019), University of North Texas Libraries, Digital Library, https://digital.library.unt.edu; crediting UNT College of Music.