Pamela Burnard

Professional Knowledge in Music Teacher Education (eBook, PDF)

Redaktion: Georgii-Hemming, Eva

• Format: PDF

Produktbeschreibung

Internationally renowned contributors address a number of fundamental questions designed to take the reader to the heart of current debates around knowledge, practice, professionalism, and learning and teaching in music as well as considering how all these elements are influenced by economic, cultural and social forces. The book will appeal to those interested in the development of appropriate professional knowledge and pedagogic practices in music teacher education.

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Produktdetails

• Verlag: Taylor & Francis
• Seitenzahl: 238
• Erscheinungstermin: 23. März 2016
• Englisch
• ISBN-13: 9781317075349
• Artikelnr.: 44870954

Autorenporträt

Eva Georgii-Hemming is Professor Chair and Head of Musicology at the School of Music, Theatre and Art, Ã-rebro University, Sweden. She manages graduate courses in music education, philosophy and sociology of music. International publications and presentations include questions about the concept of knowledge, Bildung, informal learning, and the value and role of music in education as well as in people's lives. Pamela Burnard is a Reader in Education at the University of Cambridge, UK where she manages Higher Degree courses in Arts, Creativity, Education and Culture (ACEC) and Educational Research. She is internationally known for her work in the areas of creative learning and teaching, and musical creativities in professional and educational practice. Sven-Erik Holgersen is Associate Professor in Music Education at Aarhus University, Department of Education, Copenhagen, where he manages master programmes in educational subjects. Holgersen teaches music education and research methodology at master and PhD levels, and his research is focused on early childhood music education and music teacher education.

Inhaltsangabe

Introduction: The Context for Professional Knowledge in Music Teacher
Education, Pamela Burnard; Part I Understandings of Knowledge; Chapter 1
Music as Knowledge in an Educational Context, Eva Georgii-Hemming; Chapter
2 Technical Rationality, Techne and Music Education, Øivind Varkøy; Chapter
3 Knowledge and Professionalism in Music Teacher Education, Sven-Erik
Holgersen, Finn Holst; Chapter 4 Artistic Knowledge in Practice, Jonathan
Stephens; Chapter 5 Problematizing what Counts as Knowledge and the
Production of Knowledges in Music, Pamela Burnard; Part II Professional and
Pedagogical Practice; Chapter 6 Constructing Professional Paths in a
School-Embedded Methods Course, Suzanne L. Burton; Chapter 7 Artistic
Knowledge Among Music Education Students in Germany: Being Trained to be
Exactly What?, Andreas Lehmann-Wermser; Chapter 8 Astonishing Practices: A
Teaching Strategy in Music Teacher Education, Kirsten Fink-Jensen; Chapter
9 The Cultural Dimensions of Music Teachers' Professional Knowledge, Teresa
Mateiro, Maria Westvall; Chapter 10 School and Conservatoire Music
Teachers' 'Vocational Habitus': Lessons for Music Teacher Education, Rosie
Perkins, Angeliki Triantafyllaki; Part III Re-Thinking Professionalism in
Music Teacher Education; Chapter 11 Different Types of Knowledges Forming
Professionalism: A Vision of Post-Millennial Music Teacher Education,
Sven-Erik Holgersen, Pamela Burnard; Chapter 12 Meeting the Challenges of
Music Teacher Education, Eva Georgii-Hemming;