Praksissamtalen i kulturskolelærerutdanninger: En arena for utvikling av studenters profesjonsforståelse

Abstract

The practicum conversation in School of Music and Performing Arts teacher educating programs An arena for development of students’ professional understandings This article addresses the practicum training in Norwegian teacher educating programs, and focuses on the practicum conversation, where three participants of the teacher educating program meet: the student, the teacher educator and the practicum supervisor. By observing students’ practicum-related teaching in School of Music and Performing Arts (SMPA) as well as practicum conversations related to this teaching, the aim of this study is to investigate how the practicum conversation functions as an arena where students acquire professional understanding, as well as exploring the understandings of the SMPA teacher profession that appear in these conversations between the three participants. The results are discussed in light of theory of professions and socio-cultural learning theory. The article argues for the importance of students’ active participation in the community of practice, and highlights some challenges associated with the practicum conversation and the relationship between educational institutions and the practice field.

Navigating between traditional and innovative music teaching: Analyzing practicum conversations through practice architecture theory

“…However, based on the extract described above, the school-based mentor's position as an expert may imply a master-apprentice relationship (c.f. Aglen, 2021;Juntunen, 2014) with intentions to explore music activities (e.g., composing) potential in future lessons.…”

“…A central aim of practicum conversations is to facilitate preservice teachers' critical reflection on their teaching practices (Johnsen-Høines, 2011;UHR, 2018b). Still, research studies indicate how preservice teachers act as apprentices with limited spaces to make independent reflections (Aglen, 2021), often replicating practices without opportunities for development, growth, and change (Powell & Parker, 2017). Therefore, the need to investigate the content of practicum conversations regarding reflections and questions about how teaching should be planned and carried out has been called for (Sørensen & Bjørndal, 2021;Thorgersen, 2012).…”