The aim of this research was to investigate preservice music teachers’ expectations of their curriculum, namely: (a) What content do they expect in view of their future professional activity? (b) Are their expectations in line with the principles of professionalized teacher education? (c) Are there any differences between the expectations of Swiss and French, and generalist and specialist preservice music teachers? Thirty prospective music teachers studying in two Swiss and two French institutions were included. The results showed that, overall, students’ expectations were (more or less) in line with the principles of professionalized teacher education. The hypothesis that the two French vs. the two Swiss and the two generalist vs. the two specialist subsamples would display distinct expectation profiles was not confirmed. Instead, a solid musical basis emerged as crucial for students to be ready to deal with the contents of professionalized initial music-teacher education.
<p style="text-align:justify">In educational research, audio-video recordings allow observing a lesson repeatedly. The collected data needs to be transcribed for analysis. Although methodologies for transcribing video-recorded lessons are established, there is lack of transcription methodologies for certain types of lessons, such as in arts education or the teaching to create new products. In our research project, we examine the teaching–learning of songs in class. Because of the absence of suitable transcription methodologies, we developed a new systematic approach. This paper presents the Lesson Activities Map (LAMap), which consists of symbols and icons representing graphically the constitutive elements of a domain-specific lesson. As a result, the LAMap provides a visualisation of the lesson content – in this context the song – and of how a teacher works on parts and the whole. The graphic representation supports the lesson analysis from different perspectives. The LAMap methodology and applications are valuable for transcribing other subject-specific lessons.</p>
Cet article confronte différents points de vue sur la notion de didactique dans l’enseignement musical à l’École et au Conservatoire, en France et en Suisse. Dans un premier temps, nous explicitons les acceptions et les formes que peut prendre cette notion dans nos deux pays avec un regard particulier centré sur l’épistémologie pratique des professeurs de musique. Dans un deuxième temps, nous décrivons comment l’observation de l’épistémologie pratique d’une enseignante généraliste suisse lorsqu’elle enseigne la musique dans une classe primaire peut documenter la recherche en didactique. Dans un troisième temps, nous discutons l’apport d’une meilleure connaissance de l’épistémologie pratique des enseignants pour enrichir les ressources dans le champ de la didactique dans l’enseignement musical.
The final step in research education for pre-service teachers is the production of a dissertation which aims to develop a reflexive posture. The goal of the present study is to identify the different lines that emerge from these dissertations in order to better determine and orient the education of pre-service teachers on the basis of contextual elements. We analyzed 48 dissertations produced within a curriculum in primary education. The results show the presence of a disciplinary objective or the learning management issue, although an internal culture of research seems to influence the choice of dissertations subjects, despite a harmonized educational curriculum.
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