Actors, social worlds, positions:

Digitalisation in music classrooms from the perspective of teachers

Abstract

The article examines the role of music teachers in the context of the digitalisation of music education. Guided interviews with six teachers and the application of mapping techniques reveal social worlds, discursive fields, and positions. The results show complex relationships between teachers, technologies and institutional frameworks, as well as the influence of non-human actors on the research field. The results illustrate tensions between pragmatic tool use and didactic orientation, as well as between individual responsibility and systemic support. A developed heuristic position map systematizes further training needs along these axes and serves as a basis for differentiated further training concepts that are tailored to the heterogeneous needs of teachers.