TY - JOUR
T1 - Investigating paradoxes in the music teaching profession
AU - Girdzijauskienė, Rūta
AU - Economidou Stavrou, Natassa
AU - Schaumberger, Helmut
AU - Frischknecht, Ruth
N1 - Publisher Copyright:
© The Author(s) 2023.
PY - 2024/7
Y1 - 2024/7
N2 - Teachers are regularly confronted with paradoxes in their profession: clashes between different sets of values, their roles and their personal authenticity, the desire to be open but also detached, and the willingness to encourage students to have their own opinion but at the same time to obey and adapt. In this article, we investigate paradoxes in the music teaching profession with the aim of identifying those that are inherent to the field of music education and do not depend on a specific place or cultural context. To comprehend these paradoxes, we conducted a narrative study focused on the experiences of music teachers as presented through their own stories. This narrative study of 12 music teachers who worked with 10- to 15-year-old students in comprehensive schools was carried out in four European countries. The study applied a three-stage narrative interview strategy that asked teachers to share cases from their experience that implied paradoxes in their professional work. Based on this study, three umbrella categories of paradoxes were identified: paradoxes on curriculum negotiation and co-negotiation with students, free action in a regulated environment, and the double identity of music teachers. The study results offered insights applicable to music teacher education which can be summarized as a proposal to expose prospective music teachers to the paradoxes in their future profession and to discuss strategies that might help them manage these paradoxes.
AB - Teachers are regularly confronted with paradoxes in their profession: clashes between different sets of values, their roles and their personal authenticity, the desire to be open but also detached, and the willingness to encourage students to have their own opinion but at the same time to obey and adapt. In this article, we investigate paradoxes in the music teaching profession with the aim of identifying those that are inherent to the field of music education and do not depend on a specific place or cultural context. To comprehend these paradoxes, we conducted a narrative study focused on the experiences of music teachers as presented through their own stories. This narrative study of 12 music teachers who worked with 10- to 15-year-old students in comprehensive schools was carried out in four European countries. The study applied a three-stage narrative interview strategy that asked teachers to share cases from their experience that implied paradoxes in their professional work. Based on this study, three umbrella categories of paradoxes were identified: paradoxes on curriculum negotiation and co-negotiation with students, free action in a regulated environment, and the double identity of music teachers. The study results offered insights applicable to music teacher education which can be summarized as a proposal to expose prospective music teachers to the paradoxes in their future profession and to discuss strategies that might help them manage these paradoxes.
KW - children and adolescents
KW - music education
KW - music education curriculum
KW - music teacher education
KW - narrative inquiry
KW - pedagogy
KW - qualitative methods
KW - research
UR - http://www.scopus.com/inward/record.url?scp=85163047227&partnerID=8YFLogxK
U2 - 10.1177/1321103X231174341
DO - 10.1177/1321103X231174341
M3 - Article
AN - SCOPUS:85163047227
SN - 1321-103X
VL - 46
SP - 271
EP - 284
JO - Research Studies in Music Education
JF - Research Studies in Music Education
IS - 2
ER -