Background Patient and public involvement in health care is important, but the existing definitions of the concept do not integrate the stakeholdersÕ own perceptions.
A commonly accepted assumption in music education based on the apprenticeship tradition is that teachers deliver their musical expertise using pedagogically relevant methods that will help them to have effective mastery and control over the process of learning. This article decentres the traditional notion of mastery and pedagogy. Rather, it is suggested that, in line with situated learning theories and research on expertise-based learning, garage rock bands and their informal ways of learning can exemplify how to develop knowledge-building communities and musical expertise in formal music education. However, this approach is not intended to question or replace the need for teachers.
This qualitative instrumental case study explores Finnish student music teachers' experiences of teaching and learning as participants in an intercultural project in Cambodia. The Multicultural Music University project aimed at increasing master's level music education students' intercultural competencies by providing experiences of teaching and being taught abroad in traditional music and dance programs run by two Cambodian NGOs. The article suggests that beside the importance of learning new music and dance traditions, the student music teachers regarded the learning experiences gained through peerteaching in an unfamiliar context as significant, as these experiences provoked them to step out from their pedagogical comfort zones and to engage in a deep reflection on the nature of teaching and the purpose of music education. Rather than perceiving their teaching as individual achievements the student teachers' reflections proceeded towards an increasing emphasis put on the quality of joint interaction and the benefits gained from having to spontaneously create the structure of lessons in fast-changing situations. Based on the analysis of individual and focus group interviews and other research data, we discuss the concept of teaching as improvisation and its implications for teacher education.
Link to this article: http://journals.cambridge.org/abstract_S0265051710000203How to cite this article: Sidsel Karlsen and Heidi Westerlund (2010). Immigrant students' development of musical agency -exploring democracy in music education.
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