1 Department of Education - Curriculum Research, Danish School of Education, Arts, Aarhus University2 Danish School of Education - Didaktikuddannelserne, Emdrup, Danish School of Education, Arts, Aarhus University3 Danish School of Education - Didaktikuddannelserne, Emdrup, Danish School of Education, Arts, Aarhus University
Establishing coherence between general pedagogics, subject matter and teaching practice is a well-known and recognized problem in Danish teacher education. I investigate this through three analytical dimensions: 1) music teacher competences between subject matter knowledge and pedagogical knowledge, 2) music teacher competences between theory and practice and 3) music teacher competences between music teacher education for the professional practice of teaching music and the teaching practices of music teachers in schools. Based on Benners (2010) praxeological understanding of a pedagogical professional practice, an integrated professional practice is argued for. This leads to the analysis of institutional aspects, which is the main theme of this article. The analysis of the institutional aspects is carried out applying Archers (1995) morphogenetic approach. The analysis shows an institutional polarization based on organizational structures, counteracting an integrated professional teaching practice. This leads to the argument for the necessity of professional strategic organization enabling a professional teaching practice. The need for understanding the practice of music teaching as a profession thus is justified through the professional practice of teaching music, and the professional practice is justified in the pedagogical practice of teaching music as such.
Nordisk Musikkpedagogisk Forskning, 2012, Vol Årbok 13, p. 77-92