The Case of Norway: A Microcosm of Global Issues in Music Teacher Professional Development

Autor/inn/en	Karlsen, Sidsel; Nielsen, Siw Graabraek
Titel	The Case of Norway: A Microcosm of Global Issues in Music Teacher Professional Development
Quelle	In: Arts Education Policy Review, 122 (2021) 1, S.32-41 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karlsen, Sidsel) ORCID (Nielsen, Siw Graabraek)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2020.1746714
Schlagwörter	Music Teachers; Music Education; Faculty Development; Professionalism; Educational Policy; Extracurricular Activities; Foreign Countries; Discourse Analysis; Educational History; Policy Analysis; Teaching Methods; Learning Processes; Political Influences; Barriers; Diversity; Cultural Differences; Comparative Analysis; Norway + Suchen Sie Ihr Suchwort? Music; Teacher; Teachers; Musiklehrer; Musikerziehung; Professionalität; Politics of education; Bildungspolitik; Außerunterrichtliche Aktivität; Ausland; Diskursanalyse; History of education; Bildungsgeschichte; Politikfeldanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Political influence; Politischer Einfluss; Kultureller Unterschied; Norwegen
Abstract	The aim of this article is to analyze discourse from historically pertinent policy and strategic documents of the Norwegian Schools of Music and Performing Arts, in order to explore the nature of the intractable discrepancy between curriculum, policy, and practice. Popular music has long been part of Norwegian compulsory-school and higher music education. Yet, the national system of extra-curricular schools of music and performing arts seems to lag somewhat behind in this development, despite an overall inclusive policy. The analysis seeks to find reasons for this situation by looking into what forms of musical styles and genres, teaching and learning approaches, and teacher professionalism that have been emphasized in curricular documents throughout the past 30 years. The situation is also explored from the macro-level, drawing on recent work which articulates the specific policy and political conditions of the school system in question. The concluding discussion focuses on how the challenges of the Norwegian schools of music and performing arts can be approached through music teacher education. Overall, this example is used as a microcosmic view of a teacher professional development issue which has global applicability and transferability; divergence between inclusionary policies and exclusionary practice is not unique to Norway. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01