| 1. |
- Björck, Cecilia, 1970, et al.
(författare)
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Potentials and Challenges in Redesigning Traditional Text Seminars in Doctoral Education in Sweden
- 2023
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Ingår i: Nordisk tidsskrift for utdanning og praksis. - 2535-7697. ; 17:1, s. 72-86
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Tidskriftsartikel (refereegranskat)abstract
- The text seminar has a long and strong tradition in academia, not least in postgraduate education. In these seminars, doctoral students are socialised into the research community to be able to act as researchers in an academic setting. However, research suggests that the traditional and strictly regulated form of doctoral seminars may hinder doctoral students’ learning. In response to this problem, this article presents and discusses an analysis of an attempt to redesign doctoral education seminars in Sweden by a design theoretic approach to learning. The result shows that while certain seminar forms functioned as somewhat limiting for learning, other forms and multimodal resources were able to open for alternative meaning-making and ways of staging the identity of a researcher.
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| 2. |
- Borgström Källén, Carina, 1961, et al.
(författare)
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Teacher students’ views – a longitudinal study on music teacher identity
- 2023
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Ingår i: Nordic Network for Research in Music Education 2023 - Academic freedom and responsibility in music education practice and research.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The objective of this presentation is to outline and discuss a research study on identity constructions of music teacher students. The project is longitudinal, we have been following music teacher students through their education for a period of five years, from their second semester to their last (10th). The empirical material is produced between 2016 and 2021, at a music teacher training programme directed towards upper secondary schools in Sweden. Previous research suggests that identity constructions are a crucial part of becoming a teacher, in general. In music education, specifically, research implicates a tension between an identity as a music teacher and an identity as a musician. It also shows a discrepancy between music teachers’ and student music teachers’ view on what the profession demands. In the light of these results, we ask; What kind of dilemmas and tensions connected to professional identity are constructed among music teacher students in Sweden today? The study involves ten students and the empirical material consists of ten letters and five focus group interviews, and it was produced in three steps. Throughout the data production the past, the present and the future served as key words. As a first step letters were written individually by each one of the students during their second semester. The letters were focusing the students’ background, their first semester as a student music teacher, and their expectations of the future as a music teacher. Halfway into the education, the second step was conducted, consisting of two focus group interviews on themes connected to the key words. When the participants only had a few days left of their last semester, the third step was produced. The students read their own letters from year one once again, and three focus group interviews were conducted where they reflected on the past based on what they wrote their first year. They also reflected on the present and the future, as they were in a process of concluding their five-year music teacher education. A content analysis on identity constructions has been made, using the concepts field of tensions and dilemmas as points of departure. During the presentation we will put forward some results.
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| 3. |
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| 4. |
- Lindgren, Monica, 1958, et al.
(författare)
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Care as technology for exclusion : Power operating in jurors’ talk about admission tests to Swedish music teacher education
- 2021
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Ingår i: Nordic Research in Music Education. - : Cappelen Damm Akademisk. - 2703-8041. ; 2:2, s. 58-73
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we explore and problematise admission tests to specialist music teacher education in Sweden from a governing perspective, where higher music education is considered a discursive practice. It illustrates how power operates in legitimating the tests. The study uses stimulated recall in jury members’ talk about assessing applicants for music teacher education programmes, and uses Foucault’s concept of governmentality to reveal entrance tests as something regarded as generally good for all. This operating discourse is built on governmental rationality and processes that make it possible to reach conclusions about the applicants’ personalities and prospects for learning and developing in the future. Through care as technology of power, failing applicants are excluded from becoming music teachers and at the same time they are rescued from struggling in the future. The results are discussed in relation to issues of democratic music education, ethics and requirements for widened access to higher music education.
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| 5. |
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| 6. |
- Lindgren, Monica, 1958, et al.
(författare)
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Ideas of new directions for music teacher education. A discussion based on current Nordic Research in relation to challenges of the present and the future.
- 2022
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Ingår i: Nordic Network for Research in Music Education conference 2022.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this symposium is to stimulate discussion of new directions for generalist and specialist music teacher education in Finland, Norway and Sweden. The symposium incorporates research from the three Nordic countries and the discussion will be based on results from the research projects. This research has been going on for several years and has recently been completed or is in the final phase. Common to all projects are the critique of status quo in music teacher education and the call for changes and new directions in relation to the needs and challenges in our contemporary societies. By this, we join all those scholars who for decades have addressed democracy and social justice in relation to music education. However, because democracy is an open and socially constructed concept (Woodford, 2005), we make no claim to a specific common paradigm in this presentation. Rather, we will present three research initiatives by contextualizing the results within the respective Nordic countries as democratic societies. And from there, we will take the opportunity to raise and discuss some questions about how to set forth a music teacher education agenda for the future: How should music teacher education evolve to increase equity, inclusion and access in music education? Curriculum discourses indicate teacher education as a field of tension, marked by negotiations and struggles between competing policies, philosophies and views of music, culture and education. Can such tensions have potential for change? How can teacher education prepare student music teachers for a complex and diverse school life? How can we approach digital tools in educational spaces that can promote critical reflection about challenges of the present and the future? How can we rethink the selection principles for the music teacher programs?
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| 7. |
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| 8. |
- Lindgren, Monica, 1958, et al.
(författare)
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Mot en kulturskolepedagogik i praktiken
- 2024
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Ingår i: Pedagogik för kulturskolan (Monica Lindgren & Johan Söderman, red.). - Lund : Studentlitteraturr. - 9789144167695 ; , s. 143-152, s. 143-152
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Lindgren, Monica, 1958, et al.
(författare)
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Music teacher education for the future: Reflections on change.
- 2023
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Ingår i: Action, Criticism, and Theory for Music Education (ACT). - 1545-4517. ; 22:3, s. 7-40
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Tidskriftsartikel (refereegranskat)abstract
- This article conceptualizes and discusses change in music teacher education. Results from the FUTURED research project provide the starting point for the article. The project ex- plored various dimensions of change within the music education programs in Norwegian generalist teacher education. In this project, change was regarded as having a transform- ative capacity closely related to co-construction and complexity. Telling new stories about education, and thereby imagining different educational realities, may be seen as a possible trigger for change. In this article, therefore, the authors contrast the current situation against an imagined reality to create a heuristic framework for a critical discussion of change. Based on a meta-analysis of research findings, the authors propose a vision for a future music teacher education, which they then use to highlight and discuss several in- tersecting dimensions of educational change: values and traditions, demographics, educa- tional practices, curricula, and society.
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| 10. |
- Lindgren, Monica, 1958
(författare)
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What is good music education? Challenging epistemological assumptions in discourses of quality in music education : Keynote. 26th conference of the Nordic Network for Research in Music Education.
- 2021
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Ingår i: Nordic Network for Research in Music Education. NNRME 2021. NTNU..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Quality in music education nowadays is, like all education, strongly governed by standards for quality assurance. These quality processes have been criticized for being part of the new public management mind set. From a discursive perspective the endeavor to implement quality assurance in education can be read as a disciplining technology. Parallel to this management, the concept of quality in music education is also strongly governed by institutionalized practices: as formalized education in preschools, schools, culture schools and universities, or as informal learning spaces in spare time settings or through internet. These institutionalized practices, here understood as legitimate social groupings or discursive practices, are grounded in shared concepts and routines which create antagonistic ideas of quality in music education. Based on previous and ongoing research in Swedish educational settings I will in this presentation unfold, problematize and challenge epistemological assumptions in hegemonic discourses of quality in today's music education.
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