The aim is to develop spaces for critical reflexivity and agency for future music teaching practices in schools.
This study consists of participatory action research with preservice music teachers in general music teacher education. The aim is to develop spaces for critical reflexivity and agency for future music teaching practices in schools. We therefore ask; what do pre-service teachers bring to the table when the space is opened for their voices to be heard? What promotes and what hinders pre-service teachers’ voices to be heard in their education? The participatory action research was carried out from January to April 2020. Most meetings were set up at campus, but the last meetings had to be arranged online due to the covid-19 pandemic.
The meetings have generated 24 hours of video recordings and a number of pages with individual logs from the participants’ reflections and evaluations of the actions as well as minutes from the planning of new meetings/actions.
The participatory action research is done at two different institutions (case 1 and case 2) and have different content. In case 1, the preservice teachers address challenges for future music teachers, and envision dream scenarios for the music teacher education. In case 2, the preservice teachers participate in the shaping of their music history course, which include the shape of their exams.
The next step of the research process will be a retrospective investigation of the transcriptions of the meetings as well as the logs between the meetings to identify and describe the space developed for critical reflection and agency among the preservice teachers.