Teaching for learning or teaching for documentation? Music teachers’ perspectives on a Swedish curriculum reform

Autor:	Olle Zandén, Cecilia Ferm Thorgersen
Rok vydání:	2014
Předmět:	Syllabus Documentation Pedagogy Curriculum development Sociology Music education Grading (education) Curriculum Music Education
Zdroj:	British Journal of Music Education. 32:37-50
ISSN:	1469-2104 0265-0517
DOI:	10.1017/s0265051714000266
Popis:	This study analyses 10 Swedish music teachers’ descriptions of how a new music syllabus and a new credit scale have influenced their practice. In the new curriculum, grading is introduced in year 6 and not, as previously, in year 8. We have therefore focused on the effects of this change on school years 5–7. The new syllabus is much more precise and explicit than the earlier one, and it is reported to have strongly affected both teachers’ and pupils’ work in the classroom. Teachers are facing a number of dilemmas when trying to combine the demands of the syllabus with their conceptions of quality in music education.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::6c0fbaf943272d039109ddebadbb7a39 https://doi.org/10.1017/s0265051714000266 Zobrazit plný text záznamu