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Teaching for learning or teaching for documentation?: Music teachers’ perspectives on a Swedish curriculum reform
Department of Music and Art, Linnaeus University.
Luleå University of Technology, Department of Arts, Communication and Education, Music and dance.ORCID iD: 0000-0002-9266-786X
2015 (English)In: British Journal of Music Education, ISSN 0265-0517, E-ISSN 1469-2104, Vol. 32, no 1, p. 37-50Article in journal (Refereed) Published
Abstract [en]

This study analyses 10 Swedish music teachers’ descriptions of how a new music syllabus and a new credit scale have influenced their practice. In the new curriculum, grading is introduced in year 6 and not, as previously, in year 8. We have therefore focused on the effects of this change on school years 5–7. The new syllabus is much more precise and explicit than the earlier one, and it is reported to have strongly affected both teachers’ and pupils’ work in the classroom. Teachers are facing a number of dilemmas when trying to combine the demands of the syllabus with their conceptions of quality in music education.

Place, publisher, year, edition, pages
2015. Vol. 32, no 1, p. 37-50
Keywords [en]
Social sciences - Education
Keywords [sv]
Didaktik, Musikpedagogik, Socialvetenskap - Pedagogik
National Category
Pedagogy
Research subject
Music Education
Identifiers
URN: urn:nbn:se:ltu:diva-7288DOI: 10.1017/S0265051714000266ISI: 000352198700004Scopus ID: 2-s2.0-84937859361Local ID: 5a1d2e1d-00c6-47a9-9f14-4bb7f237a76aOAI: oai:DiVA.org:ltu-7288DiVA, id: diva2:980177
Note
Validerad; 2015; Nivå 2; 20131008 (cefe)Available from: 2016-09-29 Created: 2016-09-29 Last updated: 2018-07-10Bibliographically approved

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Thorgersen, Cecilia Ferm

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CiteExportLink to record
Permanent link

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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf