Kulturskolen og kulturskolelæreryrket - fenomener i endring
En intervjuundersøkelse av kulturskolelærerutdanneres forståelser av kulturskolefeltet
DOI:
https://doi.org/10.7577/information.v7i1.2828Abstract
The Norwegian School of Music and Performing Arts (SMPA) has during its existence been through a comprehensive process of professionalization in terms of teaching content, approaches and areas, as well as in the organisation itself. Consequently, the SMPA teacher profession has changed, involving new requirements in the content of the teacher training programmes through which SMPA teachers are qualified, and also for the teachers working in these programmes, since their understandings of the SMPA field also impact the programme content. In this article, I explore prevailing understandings of the SMPA as a specific school system and of the SMPA teacher profession. Through qualitative individual and focus group interviews, I also look into the perceptions that these teacher educators have of the competences that future SMPA teachers will need in order to be adequately qualified for their work profession. The data has been coded and categorized within a reflexive framework based on current theory of professions.
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