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Teaching for learning or teaching for documentation?: Music teachers' perspectives on a Swedish curriculum reform
Linnaeus University, Faculty of Arts and Humanities, Department of Music and Art.ORCID iD: 0000-0002-5545-3045
Luleå University of Technology, Sweden.
2015 (English)In: British Journal of Music Education, ISSN 0265-0517, E-ISSN 1469-2104, Vol. 32, no 1, p. 37-50Article in journal (Refereed) Published
Abstract [en]

This study analyses ten 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 six and not, as previously, in year eight. We have therefore focused on the effects of this change on school years five to seven. 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. 

Place, publisher, year, edition, pages
Cambridge: Cambridge University Press, 2015. Vol. 32, no 1, p. 37-50
Keywords [en]
music education, assessment, grading, documentation curriculum reform
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-37143DOI: 10.1017/S0265051714000266ISI: 000352198700004Scopus ID: 2-s2.0-84937859361OAI: oai:DiVA.org:lnu-37143DiVA, id: diva2:748686
Available from: 2014-09-21 Created: 2014-09-21 Last updated: 2017-12-05Bibliographically approved

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Zandén, Olle

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Citation style
  • apa
  • harvard1
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  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf