„Tasten- und Saitenhandwerker“ vs. „Forschergilde“: Der Diskurs um die „richtige“ Musiklehrer_innenbildung in der Deutschschweiz

Abstract

Based on a controversial debate between a teacher of didactic methods for school music and a qualified university lecturer in educational science in a Swiss journal for teacher training, this article focuses on the gap between educational sciences and practical music education in the German-speaking part of Switzerland. With the methodological repertoire of discourse analysis in the tradition of sociology of knowledge, the author analyses a selected corpus of texts on music education between 1984 and 2009. He argues that a strong concept of artistic practice that shapes the idea of “good” music education still persists in Switzerland, paired with scepticism about educational research. (DIPF/Orig.)

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