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Abstract

Musikdidaktik&is&a¢ral&subject&in&music&teacher&education,&where&the&students&are& expected&to&learn&about&teaching&and&related&learning&of&music,&from&practical,& theoretical&and&philosophical&perspectives.&As&part&of&a&larger&study&of&educational& quality,&six&student&groups&were&interviewed&about&teaching&and&learning&quality&in&the& subject&of&musikdidaktik.&They&answered&questions&on&learning,&identity,&and&choice&of& content.&In&this&article&the&author&concentrates&on&student&perspectives&of&holistic& quality&learning,&which&include&those activities&or&processes&that&lead&to&stable& knowledge&and&useful&competence.&&In&order&to&grasp&the&phenomenon&of&holistic& quality&learning&in&musikdidaktik%the&focus&group&participated&in&90Hminute& interviews&that&were&recorded&and&transcribed.&Data&were&analyzed&by&applying& phenomenological&methods.&Three&questions&provided&the&structure&for&the&analysis.&& They&were:&Where&does&quality&learning&in&musikdidaktik&occur?&When&does&quality& learning&in&musikdidaktik&occur?&How&does&quality&learning&in&musikdidaktik&occur?& Analysis&revealed&that&holistic&quality&learning&occurred&in&different&educational&rooms and&were&defined&by&musicHeducational&authenticity,&communication,&reflection&and& meaningfulness.&The&results&are&important&at&any&institution&responsible&for&quality& developmental&work&in&relation&to&music&teacher&education.

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