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ERIC Number: EJ852077
Record Type: Journal
Publication Date: 2004-Dec
Pages: 14
Abstractor: ERIC
Reference Count: 10
ISBN: N/A
ISSN: ISSN-1545-4517
Two Theoretical Perspectives on the Socialization of Music Teachers
Bouij, Christer
Action, Criticism, and Theory for Music Education, v3 n3 Dec 2004
Since 1988, the author and his colleague Stephan Bladh, from the Malmo Academy of Music, have followed the student teachers that started their music teacher education that autumn (Bladh, 2002; Bouij 1998a). They started their research project with 169 hopeful students. The music teacher education program was then four years long, but some of the students used more time to finish their teacher education. Due to different kinds of hesitation, 48 students had interruption of studies and 21 students dropped out completely. These numbers clearly say something about the music teacher education program, that something more than formal learning is going on inside university music institutions. This is one of the reasons why the author has chosen "socialization" as a central concept in his understanding of music teacher education. Socialization is a broad concept that includes both formal and informal learning as well as unconscious influence from the collectivity. This article poblematizes the socialization of music teachers. According to Jurgen Habermas, culture can be understood as a stock of shared knowledge making mutual understanding possible. Socialization appears in the aspect of personality. By developing ego strength, the individual also develops the ability to balance between the collective and the individual identity. In the personality aspect of the "lifeworld" the individual through responsibility for herself and others expresses this ability in actions. When the author first tried to interpret the music teacher socialization he interacted with strong persons on the way to working life. But when he later on saw the same persons with the eyes of Habermas' cultural aspect they didn't appear as strong. Now the author saw them as individuals much characterized by a distinctive educational culture. In this way the two theoretical perspectives have helped to broaden his understanding of music teacher socialization. (Contains 1 figure and 2 notes.)
MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site: http://act.maydaygroup.org
Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden