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The multiplicity of preservice music teachers' positioning in a participatory action research project.
- Valde Onsrud, Silje (author)
- Fredriksen, Bendik (author)
- Rinholm, Hanne (author)
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- (creator_code:org_t)
- 2022
- 2022
- English.
- In: Research Studies in Music Education. - 1321-103X .- 1834-5530.
- Journal article (peer-reviewed)
Abstract
Subject headings
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- This article reports the results of a participatory action research study into Norwegian generalist music teacher education, that intended to develop spaces for preservice music teachers to foster agency and prepare for future teaching. We aimed to challenge the discursive practice of generalist music teacher education through participatory action research conducted from January to April 2020 at two central teacher education institutions in Norway. In this article, we present extracts from transcribed video recordings of the completed participatory action research that identify preservice music teachers’ positioning in interactions as a response to the challenges posed by action research events. Through our analysis, which draws on positioning theory from discourse psychology, we identify three primary positions taken up by preservice music teachers: (a) novices, (b) not yet independent, and (c) resource persons. The study identifies a need to interrupt traditional music teaching as a discursive practice that maintains power relations that obstruct preservice music teachers’ agency in their education. We conclude that more systematic long-term work is needed to change both educator and student habits and mind-sets.
Subject headings
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)
Keyword
- agency
- generalist music teacher education
- participatory action research
- positioning
- preservice music teachers
Publication and Content Type
- ref (subject category)
- art (subject category)
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- University of Gothenburg
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