Two Theoretical Perspectives on the Socialization of Music Teachers

Autor/in	Bouij, Christer
Titel	Two Theoretical Perspectives on the Socialization of Music Teachers
Quelle	In: Action, Criticism, and Theory for Music Education, 3 (2004) 3, (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-4517
Schlagwörter	Stellungnahme; Teacher Education; Student Teachers; Socialization; Informal Education; Music; Teacher Education Programs; Personality; Music Teachers; Foreign Countries; Dropouts; Time to Degree; Self Concept; Educational Theories; Sweden + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Socialisation; Sozialisation; Informelle Bildung; Nichtformale Bildung; Musik; Personalität; Music; Teacher; Teachers; Musiklehrer; Ausland; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Selbstkonzept; Educational theory; Theory of education; Bildungstheorie; Schweden
Abstract	Since 1988, the author and his colleague Stephan Bladh, from the Malmo Academy of Music, have followed the student teachers that started their music teacher education that autumn (Bladh, 2002; Bouij 1998a). They started their research project with 169 hopeful students. The music teacher education program was then four years long, but some of the students used more time to finish their teacher education. Due to different kinds of hesitation, 48 students had interruption of studies and 21 students dropped out completely. These numbers clearly say something about the music teacher education program, that something more than formal learning is going on inside university music institutions. This is one of the reasons why the author has chosen "socialization" as a central concept in his understanding of music teacher education. Socialization is a broad concept that includes both formal and informal learning as well as unconscious influence from the collectivity. This article poblematizes the socialization of music teachers. According to Jurgen Habermas, culture can be understood as a stock of shared knowledge making mutual understanding possible. Socialization appears in the aspect of personality. By developing ego strength, the individual also develops the ability to balance between the collective and the individual identity. In the personality aspect of the "lifeworld" the individual through responsibility for herself and others expresses this ability in actions. When the author first tried to interpret the music teacher socialization he interacted with strong persons on the way to working life. But when he later on saw the same persons with the eyes of Habermas' cultural aspect they didn't appear as strong. Now the author saw them as individuals much characterized by a distinctive educational culture. In this way the two theoretical perspectives have helped to broaden his understanding of music teacher socialization. (Contains 1 figure and 2 notes.) (ERIC).
Anmerkungen	MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site: http://act.maydaygroup.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10