Music teachers navigating the tension between digital innovation and teaching practice

Insights into everyday theories, norms and implicit logics

Abstract

Using the documentary method, this study reconstructs implicit and explicit action-guiding knowledge of music teachers and identifies tensions between digital innovation and teaching practice. Music teachers are faced with the challenge of integrating digital tools and practices into the classroom, qualifying learners in a subject-specific way, advancing their own professionalisation and reconciling the increasing post-digital character of music culture with the norms and practices of music as a school subject. With reference to positions from the music education discourse, we discuss our reconstructive insights with regard to the opportunities and challenges of a digital transformation of the subject and the development of professionalisation measures for music teachers.