‘Empowering voices’ in Teaching Music in the Classroom: Comparing Perspectives and Challenges of Pre-service Music Teachers in Poland, Greece, Spain, Turkey, and Germany
Chair(s): Kivi, Prof. Dr. Alexis (Hochschule für Musik Würzburg, Germany), Bosch Sanfélix, Dr. Mercé (Hochschule für Musik Trossingen, Germany), Konkol, Prof. Dr. hab. Gabriela (Stanislaw Moniuszko Academy of Music in Gdansk, Poland), Koniari, Dr. Dimitra (University of Macedonia, Thessaloniki, Greece), Özeke, Prof. Dr. Sezen (Bursa Uludağ University, Turkey)
As teachers, we bring traditions, customs, methods, and practices to music education. These have been shaped by who we are, where we learn, and how we learn. That's why "empowering voices through music education" can mean different things to different people: For some, empowerment may be the ability to decide on work processes, methods, and topics. For others, it can be the opportunity to work independently and creatively. For yet others, empowerment is the ability to work purposefully, and in another case, it can be the opportunity to make their voice and musical ideas heard.
In order to better understand the different meanings, opportunities and barriers of 'empowering voices' for pre-service music teachers (Bain, 2010), we are conducting research in five different countries, using qualitative and quantitative methods, from three different approaches:
-
A bibliographic review approach to analyze different curricula (Davis et al., 2014).
-
An online survey to ask pre-service music teachers about their perspectives. These data will be analysed both quantitatively and qualitatively (Baur & Blasius, 2022).
-
A field research through online workshops in which some of the pre-service music teachers who participated in the survey will reflect on the survey results and summarize their interpretations in recorded interviews and videotaped statements (Nieswand, 2020).
By comparing findings from the bibliographic review, survey data, and workshop reflections, the study ultimately seeks to provide actionable recommendations for creating more inclusive, reflective, and empowering music education environments.
Following, through group discussions and shared reflections, in this roundtable presentation, we aim to foster meaningful dialogue, compare perspectives, and celebrate the diversity of voices in music education, enriching the collective understanding of teaching and learning across Europe.
Presentations of the Symposium
‘Empowering voices’ in Teaching Music in the Classroom: Comparing Perspectives and Challenges of Pre-service Music Teachers in Poland, Greece, Spain, Turkey, and Germany
Kivi, Prof. Dr. Alexis1, Bosch Sanfélix, Dr. Mercé2, Konkol, Prof. Dr. hab. Gabriela3, Koniari, Dr. Dimitra4, Özeke, Prof. Dr. Sezen5
1Hochschule für Musik Würzburg, Germany, 2Hochschule für Musik Trossingen, Germany, 3Stanislaw Moniuszko Academy of Music in Gdansk, Poland, 4University of Macedonia, Thessaloniki, Greece, 5Bursa Uludağ University, Turkey
As teachers, we bring traditions, customs, methods, and practices to music education. These have been shaped by who we are, where we learn, and how we learn. That's why "empowering voices through music education" can mean different things to different people: For some, empowerment may be the ability to decide on work processes, methods, and topics. For others, it can be the opportunity to work independently and creatively. For yet others, empowerment is the ability to work purposefully, and in another case, it can be the opportunity to make their voice and musical ideas heard.
In order to better understand the different meanings, opportunities and barriers of 'empowering voices' for pre-service music teachers (Bain, 2010), we are conducting research in five different countries, using qualitative and quantitative methods, from three different approaches:
1. A bibliographic review approach to analyze different curricula (Davis et al., 2014).
2. An online survey to ask pre-service music teachers about their perspectives. These data will be analysed both quantitatively and qualitatively (Baur & Blasius, 2022).
3. A field research through online workshops in which some of the pre-service music teachers who participated in the survey will reflect on the survey results and summarize their interpretations in recorded interviews and videotaped statements (Nieswand, 2020).
By comparing findings from the bibliographic review, survey data, and workshop reflections, the study ultimately seeks to provide actionable recommendations for creating more inclusive, reflective, and empowering music education environments.
Following, through group discussions and shared reflections, in this roundtable presentation, we aim to foster meaningful dialogue, compare perspectives, and celebrate the diversity of voices in music education, enriching the collective understanding of teaching and learning across Europe.
|
