Establishing coherence between general pedagogics, subject matter and teaching practice is a well-known and recognized problem in Danish teacher education. The question raised is the relation between theory and practice and how to understand the professional knowledge and competences of the teacher in this relation. Based on an earlier analysis of the constitution of teacher competences in a relational field between different knowledge -bases, I discuss different models of levels and types of knowledge. A major problem is the distinction between research knowledge and professional knowledge, which is developed by use of a prakseological approach leading to a reconstruction of the levels of professional knowledge and competences. The consequence is to describe the relation between theory and practice in this context as indirect and complex, at the same time separated and related which can be understood through a number of analytical levels. This has been found useful in analysis of music teacher knowledge and competences of music teachers in teaching general music in primary schools and in instrumental teaching in music schools.
Nordisk Musikkpedagogisk Forskning, 2011, Vol Årbok12 (2010), p. 135-148
musiklæreruddannelse; læreruddannelse; teori og praksis; Vidensformer; praksisformer; prakseologi; didaktik