Lärares didaktiska val i relation till deras levda erfarenhet av musikdidaktik

Abstract

Material collected, or created, through interviews with professors in musikdidaktik in an ongoing study about educational quality creates the base for this article. Eleven professors in musikdidaktik were interviewed about their experiences and visions regarding teaching and learning quality. Three created focus areas provided the foundation for the interviews, namely identity, student learning and content. In this article the content area of the material has been analysed from a life-world- phenomenological perspective. The aim was to investigate how professors' choices of content take place in relation to their lived experience of musikdidaktik. Phenomenological didaktik constituted a lens for the analysis. The results show the complexity of the phenomenon. The complexity implicates a dynamic mutual flow between professors' actions in different contexts, including the teaching of musikdidaktik, and how the experience- or base of knowledge is constituted. The perspective of the analysis shed light on what kind of experiences professors use in their teaching of musikdidaktik, how manifolded the motives for those choices are and what happens in a teaching situation. Sharing and involvement are examples that are stressed as important factors in teaching musikdidaktik.

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