Musikkfaget i norsk grunnskole: Læreres kompetanse og valg av undervisningsinnhold i musikk
DOI:
https://doi.org/10.5617/adno.2876Keywords:
musikk, lærere, kompetanse, undervisningsinnhold, kjønnAbstract
Denne artikkelen presenterer resultater fra en spørreundersøkelse om grunnskolelæreres kompetanse i musikk og deres valg av undervisningsinnhold i musikkfaget i grunnskolen. Dermed bidrar undersøkelsen til å beskrive hva lærere i musikk kan og hva de vektlegger i sin undervisning, og slik også sammenhengen mellom kompetanse og valg av undervisningsinnhold. Utvalget er 135 lærere som underviser musikk på tredje, sjette og niende trinn i fem kommuner på Østlandet. Datamaterialet analyseres gjennom deskriptiv statistikk og variansanalyser (ANOVA). Resultatene viser at de fleste lærere i musikk er allmennlærere med lite formell kompetanse i musikk fra høyere utdanning. Lærere på lave trinn har vesentlig mindre formell kompetanse enn lærere på høyere trinn, og de deltar også i mindre grad i uformell musikalsk læring gjennom musikkpraksis utenfor skolen. Det er også forskjeller i valg av undervisningsinnhold, og disse forskjellene kan ikke forklares av læreplanens beskrivelse av de ulike trinnene alene. Det ser ut til å være klare sammenhenger mellom hva lærere kan og hva de velger å vektlegge i sin undervisning. Likevel er studiens kanskje viktigste bidrag at den antyder at forskjeller i læreres musikkundervisningspraksis påvirkes av flere forhold, og kompetanse (formell og uformell), læreplanforståelse, profesjonell identitet og kjønn ser ut til å være sentrale faktorer.
Nøkkelord: musikk, lærere, kompetanse, undervisningsinnhold, kjønn
Abstract
This article presents results from a survey investigating the competence of music teachers in Norwegian primary and lower secondary schools, and their choice of educational content in music lessons. Thus, the survey presents a description of what teachers know, and what they emphasize in their music teaching, and the correspondence between these factors. The sample comprises 135 teachers teaching music in grades three, six and nine in five municipalities. Data is analyzed using descriptive statistics and analysis of variance (ANOVA). The results suggest that most teachers are generalist teachers with sparse musical training from higher education – teachers in lower grades less than teachers in higher grades. The lower grade teachers participate as well to a lesser degree in informal music practices outside school. There are several differences between grade three, six and nine teachers’ choice of educational content, and these differences cannot be explained by curricular differences alone. There seems instead to be systematic correspondence between teachers’ competence and educational content. The results suggest, however, that the differences regarding educational content are affected by an intricate interplay between several factors, including competence, curricular issues, professional identity and gender.
Keywords: music, teachers, competence, educational content, gender
Downloads
Published
How to Cite
Issue
Section
License
Content published in Acta Didactica is - unless otherwise is stated - licensed through Creative Commons License BY-NC-ND 4.0. Content can be copied, distributed and disseminated in any medium or format under the following terms:
Attribution: You must give appropriate credit and provide a link to the license
Non-Commercial: You may not use the material for commercial purposes.
No derivatives: If you remix, transform, or build upon the material, you may not distribute the modified material.
No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notice: No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
Authors who publish in Acta Didactica accept the following conditions:
Author(s) retains copyright to the article and give Acta Didactica rights to first publication while the article is licensed under the Creative Commons CC BY-NC-ND 4.0. This license allows sharing the article for non-commercial purposes, as long as the author and first publishing place Acta Didactica are credited.
The author is free to publish and distribute the work/article after publication in Acta Didactica, as long as the journal is referred to as the first place of publication. Submissions that are under consideration for publication or accepted for publication in Acta Didactica cannot simultaneously be under consideration for publication in other journals, anthologies, monographs or the like. By submitting contributions, the author accepts that the contribution is published online in Acta Didactica.