The present study analyses views of early childhood music teachers and conservatory teachers on relations between theory and practice and between teacher training and teaching practice. Tentative conclusions were a.o. that teachers and even more educators tend to value practical over theoretical knowledge; educators tend to understand teacher training in terms of apprenticeship rather than acquisition of theoretical as well as practical based professional competence in teaching; teacher training is in effect vocational rather than professional, though it is claimed to be so.
Music in the Early Years: Research, Theory and Practice: Proceedings of the 13th International Isme Early Childhood Music Education Commission Seminar, 2008, p. 40-43
Musiklæreruddannelse; Småbørn; teori og praksis; Music Teacher education; Young children; theory and practice
Main Research Area:
13th Early Childhood Music Education Seminar, Music in the early years: Research, theory and practice., 2008