The Multiplicity of Preservice Music Teachers' Positioning in a Participatory Action Research Project

Autor/inn/en	Onsrud, Silje Valde; Fredriksen, Bendik; Rinholm, Hanne; Lindgren, Monica
Titel	The Multiplicity of Preservice Music Teachers' Positioning in a Participatory Action Research Project
Quelle	In: Research Studies in Music Education, 45 (2023) 2, S.329-343 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Onsrud, Silje Valde) ORCID (Lindgren, Monica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1321-103X
DOI	10.1177/1321103X221089838
Schlagwörter	Preservice Teachers; Music Teachers; Teacher Education Programs; Action Research; Participatory Research; Video Technology; Music Education; Teacher Attitudes; Barriers; Discourse Analysis; Psychology; Novices; Power Structure; Professional Autonomy; Personal Autonomy; Educational Change; Attitude Change; Teacher Educators; Foreign Countries; Teaching Methods; Teacher Student Relationship; Norway + Suchen Sie Ihr Suchwort? Music; Teacher; Teachers; Musiklehrer; Projektforschung; Forschungstätigkeit; Musikerziehung; Lehrerverhalten; Diskursanalyse; Psychologie; Berufsfreiheit; Individuelle Autonomie; Bildungsreform; Attitudinal change; Einstellungsänderung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Norwegen
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01