Professional Knowledge in Music Teacher Education

'In questioning the ownership of professional knowledge this book achieves its aim of prompting the reader to reflect critically on "your own perspectives as well as the perspectives offered in the book". If the result is not entirely comfortable for us as teacher educators, that is perhaps a necessary condition for critical reflection, it is perhaps recognition of the central role that politics plays in the construction of knowledge, and it is also an indication of a job well done by the editors and contributors to this book'. British Journal of Music Education

Eva Georgii-Hemming is Professor Chair and Head of Musicology at the School of Music, Theatre and Art, rebro University, Sweden. She manages graduate courses in music education, philosophy and sociology of music. International publications and presentations include questions about the concept of knowledge, Bildung, informal learning, and the value and role of music in education as well as in peoples lives. Pamela Burnard is a Reader in Education at the University of Cambridge, UK where she manages Higher Degree courses in Arts, Creativity, Education and Culture (ACEC) and Educational Research. She is internationally known for her work in the areas of creative learning and teaching, and musical creativities in professional and educational practice. Sven-Erik Holgersen is Associate Professor in Music Education at Aarhus University, Department of Education, Copenhagen, where he manages master programmes in educational subjects. Holgersen teaches music education and research methodology at master and PhD levels, and his research is focused on early childhood music education and music teacher education.

Introduction: The Context for Professional Knowledge in Music Teacher Education, Pamela Burnard; Part I Understandings of Knowledge; Chapter 1 Music as Knowledge in an Educational Context, Eva Georgii-Hemming; Chapter 2 Technical Rationality, Techne and Music Education, ivind Varky; Chapter 3 Knowledge and Professionalism in Music Teacher Education, Sven-Erik Holgersen, Finn Holst; Chapter 4 Artistic Knowledge in Practice, Jonathan Stephens; Chapter 5 Problematizing what Counts as Knowledge and the Production of Knowledges in Music, Pamela Burnard; Part II Professional and Pedagogical Practice; Chapter 6 Constructing Professional Paths in a School-Embedded Methods Course, Suzanne L. Burton; Chapter 7 Artistic Knowledge Among Music Education Students in Germany: Being Trained to be Exactly What?, Andreas Lehmann-Wermser; Chapter 8 Astonishing Practices: A Teaching Strategy in Music Teacher Education, Kirsten Fink-Jensen; Chapter 9 The Cultural Dimensions of Music Teachers Professional Knowledge, Teresa Mateiro, Maria Westvall; Chapter 10 School and Conservatoire Music Teachers Vocational Habitus: Lessons for Music Teacher Education, Rosie Perkins, Angeliki Triantafyllaki; Part III Re-Thinking Professionalism in Music Teacher Education; Chapter 11 Different Types of Knowledges Forming Professionalism: A Vision of Post-Millennial Music Teacher Education, Sven-Erik Holgersen, Pamela Burnard; Chapter 12 Meeting the Challenges of Music Teacher Education, Eva Georgii-Hemming;