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- Lindgren, Monica, 1958, et al.
(author)
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Constructions of aesthetic learning within Swedish teacher training
- 2011
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In: Konferensbidrag. The Seventh International Research In Music Education Conferense (RIME) University of Exeter, 12-16 April.
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Conference paper (peer-reviewed)abstract
- During the last decades Swedish teacher training has gone through several reforms. The purpose of this has been to integrate the teacher-training programme into the university, to strengthen the teacher profession, to bridge different traditions, and include modern society. In the discussions that have taken place within these contexts tension has often arisen between scientific-based knowledge and knowledge grounded in other types of practices. Considering these discussions and changes, and in view of our earlier research studies, which show how the conception of “aesthetic learning” in school contexts is ruled by dominating ideologies of knowledge, the purpose of the project is to identify, describe and critically scrutinise current discourses related to aesthetic learning within (the) teacher training. The study takes its point of departure in post-structuralistic and social-constructionistic theory and in light of these an assumption is that different kinds of knowledge are classified and created from a variety of specific preconceptions about the human being and the world. The data-collection includes 19 focus group interviews with teachers and students from 10 different Swedish teacher-training institutes. Our analysis shows that the didactics in the arts field has been challenged by more general pedagogical discourses. An academic discourse, with a focus on theory, reflection and textual production, has taken the place of musical skill-based practice. A second discourse, which, with regard to how quality is conceived, is characterised by subjectivity and relativism, is also found in the material. Finally, a therapeutic discourse, which points out an affiliation to the teacher student’s inner personal development, is articulated and legitimised in terms of an idea of emotionally balanced teacher students. The two latter discourses have similar features in that they concentrate on teacher students’ personal development as well as on their didactic competence in relation to school and children. An assumption is that both educational ideologies and non-discursive factors, such as economic resources and the specific characters of different artistic practices within the aesthetic field, contribute to the construction of the discourses.
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