Musikkfaget i norsk grunnskole: Læreres kompetanse og valg av undervisningsinnhold i musikk
This article presents results from a survey investigating the competence of music teachers in Norwegian primary and lower secondary schools, and their choice of educational content in music lessons. Thus, the survey presents a description of what teachers know, and what they emphasize in their music teaching, and the correspondence between these factors. The sample comprises 135 teachers teaching music in grade s three, six and nine in five municipalities. Data is analyzed using descriptive statistics and analysis of variance (ANOVA). The results suggest that most teachers are generalist teachers with sparse musical training from higher education – t eachers in lower grades less than teachers in higher grades. The lower grade teachers participate as well to a lesser degree in informal music practices outside school. There are several differences between grade three, six and nine teachers’ choice of educational content, and these differences cannot be explained by curricular differences alone. There seems instead to be systematic correspondence between teachers’ competence and education al content. The results suggest, however , that the differences regard ing educational content are affected by an intricate interplay between several factors, including competence, curricular issues, professional identity and gender.
Publisert i Acta Didactica Norge, 2016
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