By José Luis Aróstegui (auth.), José Luis Aróstegui (eds.)
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Extra resources for Educating Music Teachers for the 21st Century
Special musical problems (singing in the right voice range, rhythmical deficiencies, ensemble playing), – Other teaching/learning problems (pupils’ learning styles, effective planning, to have the same lesson in a parallel class, teachers voice is too soft, drama and relaxation in music lessons, music in a class with children of mixed ages, lack of equipment and a suitable room for music teaching) – Leadership problems (finding a comfortable teacher role, relations between student and supervisor, how to get pupils’ attention).
Second subject Courses belonging to the Second subject (60 credit points) can be taken at the Academy of Music or at another School of music/University in Sweden or abroad. The courses could be within the field of music or another school subject. The choice of a second subject is made with the third year at hand. Those courses could be aimed at education but it is not a demand. However, most courses within the teacher education programme have this direction. They could be either Profile courses (30 credit points), which are aimed at specific working fields, age groups, genres or constitute extensions of basic courses, or they could be Elective courses (30 credit points) with a great variety of contents.
In his field-logs the educator comments that he has tried to get students to accept the action research process by showing that it is almost the same as the teaching one and then of course it has been easy to focus more on the teaching problems as proof of that standpoint. This comment is an alarm clock. You have to think about how the main ingredients of the content are balanced in the course. - I have also put more focus on being a teacher than on my role as the observing researcher … According to Kullberg (1996) ethnographic research in the classroom demands engagement, intensive observation, active listening and a continuous analysis.