Preschool Teachers' Skills in Teaching Music: Two Steps Forward One Step Back

Autor/inn/en	Ehrlin, Anna; Wallerstedt, Cecilia
Titel	Preschool Teachers' Skills in Teaching Music: Two Steps Forward One Step Back
Quelle	In: Early Child Development and Care, 184 (2014) 12, S.1800-1811 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.884086
Schlagwörter	Preschool Teachers; Teaching Skills; Music Education; Music Activities; Interviews; Educational Practices; Teaching Methods; Pedagogical Content Knowledge; Teacher Competencies; Program Descriptions; Teaching Styles; Teacher Surveys; Teacher Attitudes; Participant Observation; Ethnography; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Musikerziehung; Musikalische Aktion; Interviewing; Interviewtechnik; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Lehrkunst; Lehrstil; Unterrichtsstil; Lehrerverhalten; Teilnehmende Beobachtung; Ethnografie; Ausland; Schweden
Abstract	This study investigates through observations and interviews what importance further education has for preschool teachers' practice in two music-profiled preschool and their way of conceptualising it. A distinction between music as a method for teaching, on the one hand, and as a content of knowledge, on the other, is used in the analysis. The result shows that the teachers act confidently in dealing with music; both in spontaneous and planned activities, and that they show competence in teaching music to the children. In contradiction, when the teachers are interviewed about their work, they say that they have never been able to sing or play. They talk about music as a method for learning language, but they realise it in practice as the content of learning. This contradiction and its implications are discussed and it is argued that further education needs to take care of the fact that teachers need to develop a professional language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10