Professionalism in Popular Music Voice Teacher Education: Institutional Conditions of a Changing Field in Finland and Sweden

IF 1.1 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Music Education Pub Date : 2025-12-01 DOI:10.1177/02557614251397330

Katri A. Keskinen

{"title":"Professionalism in Popular Music Voice Teacher Education: Institutional Conditions of a Changing Field in Finland and Sweden","authors":"Katri A. Keskinen","doi":"10.1177/02557614251397330","DOIUrl":null,"url":null,"abstract":"There is a need to understand how higher music education can better adapt to changes in societies and professionalism. As a field that embraces change, popular music voice teaching exemplifies how professionalism can expand. Drawing on theories regarding the evolving concept of professionalism, especially in teaching disciplines, this study examines changes in professionalism within popular music-oriented voice teacher education in higher music education and explores how institutional conditions shape these perceptions and the broader development of professionalism. The multiple case study involved two cases in the Nordic context, in Finland and Sweden, where such education has existed for decades. The research material included semi-structured interviews with teacher educators, observations, a researcher diary, and institutional documents. The abductive analyses utilized a previously constructed framework for popular music voice teachers’ expanding professionalism. The findings suggest that the examined voice teacher education programs foster lifelong learning, reflection, resilience, and collaboration, while emphasizing student agency and competence thinking. The article also discusses how institutional values and contexts, territorialism, and the self-replicative systems of institutionalized teacher education may influence professionalism.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"29 1","pages":""},"PeriodicalIF":1.1000,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Music Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/02557614251397330","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

There is a need to understand how higher music education can better adapt to changes in societies and professionalism. As a field that embraces change, popular music voice teaching exemplifies how professionalism can expand. Drawing on theories regarding the evolving concept of professionalism, especially in teaching disciplines, this study examines changes in professionalism within popular music-oriented voice teacher education in higher music education and explores how institutional conditions shape these perceptions and the broader development of professionalism. The multiple case study involved two cases in the Nordic context, in Finland and Sweden, where such education has existed for decades. The research material included semi-structured interviews with teacher educators, observations, a researcher diary, and institutional documents. The abductive analyses utilized a previously constructed framework for popular music voice teachers’ expanding professionalism. The findings suggest that the examined voice teacher education programs foster lifelong learning, reflection, resilience, and collaboration, while emphasizing student agency and competence thinking. The article also discusses how institutional values and contexts, territorialism, and the self-replicative systems of institutionalized teacher education may influence professionalism.

查看原文本刊更多论文

流行音乐声乐教师教育的专业化：芬兰和瑞典一个变化领域的制度条件

有必要了解高等音乐教育如何更好地适应社会和专业的变化。作为一个拥抱变化的领域，流行音乐声乐教学是专业如何扩展的典范。借鉴有关专业主义概念演变的理论，特别是在教学学科中，本研究考察了高等音乐教育中以流行音乐为导向的声乐教师教育中专业主义的变化，并探讨了制度条件如何塑造这些观念和专业主义的更广泛发展。多案例研究涉及北欧背景下芬兰和瑞典的两个案例，这两个国家的这种教育已经存在了几十年。研究材料包括对教师教育工作者的半结构化访谈、观察、研究人员日记和机构文件。溯因分析采用了先前构建的流行音乐声乐教师专业拓展的框架。研究结果表明，被调查的语音教师教育项目在强调学生能动性和能力思维的同时，促进了终身学习、反思、弹性和合作。本文还讨论了制度化教师教育的制度价值和情境、地域主义和自我复制系统如何影响专业主义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

International Journal of Music Education Multiple-

CiteScore

3.20

自引率

11.10%

发文量

期刊介绍： The International Journal of Music Education (IJME) is a peer-reviewed journal published by the International Society for Music Education (ISME) four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction. All manuscripts should contain evidence of a scholarly approach and be situated within the current literature. Implications for learning and teaching of music should be clearly stated, relevant, contemporary, and of interest to an international readership.