Navigating between traditional and innovative music teaching: Analyzing practicum conversations through practice architecture theory

Abstract

There is limited research on the practicum component of music teacher education in Scandinavia. I address this gap by investigating practicum conversations preservice music teachers (PMTs) engage in during their practice-based placements in Norwegian primary and lower secondary schools. Through an analytical lens based on practice architecture theory, I illuminate how differing discourses, expectations, and relationship patterns among PMTs and teacher educators (functioning as mentors) influence the selection of certain music activities. The main findings indicate how differing discourses and expectations led to continuous negotiations about which repertoire and content to choose. At the same time, musical interaction and engagement in spaces of “shared” knowledge between PMTs and mentors served as alternative ways to select activities in practicum conversations. Based on the findings, I emphasize the importance of providing more spaces for PMTs’ voices and resources to renew and change the content and repertoire of the music subject in schools.