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Professors' and trainees' perceptions of educational quality as related to preconditions of deep learning in musikdidaktik

Published online by Cambridge University Press:  11 June 2008

Cecilia Ferm  and
Geir Johansen
Cecilia Ferm
Affiliation:
Centre for Teaching and Learning, University of Stockholm106 91, Stockholm, Swedencecilia.ferm@upc.su.se
Geir Johansen
Affiliation:
Norwegian Academy of Music, Pob. 5190 Majorstua, N-0302 Oslo, Norwaygeir.johansen@nmh.no
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Abstract

Interview-based case studies, involving two institutions, four professors and 11 music teacher trainees were conducted in order to investigate the preconditions for deep learning in the subject of higher music education called musikdidaktik. Analysis was based on the ‘didaktiktriangle’ which is a theoretical model that suggests the relations of the professor, trainee and the selected content as being at the core of any educational endeavour. The model helps to frame the debate about the quality of teaching and learning by highlighting the trainees’ learning as relational. Professors as well as trainees located preconditions for deep learning to relations within the didaktik triangle. Furthermore, it became apparent how those preconditions were connected to the institutional culture within which the triangle relations were played out. It is suggested that deep learning in musikdidaktik was regulated by how the teaching forms and the selected educational content gave space for trainees’ learning styles, strategies and approaches. Furthermore, the learning was affected by the musikdidaktik subject's low status within the institutional culture and its external relations to the trainees’ practical teaching training.

Type
Research Article
Information
British Journal of Music Education , Volume 25 , Issue 2 , July 2008 , pp. 177 - 191
Copyright
Copyright © Cambridge University Press 2008

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