Struktur, identitet og fellesskap: Kulturskolelærere og grunnskolelærere i praksissamarbeid

Abstract

In this chapter, we present stories about how teachers from the kulturskole and the primary school work together on music education in the primary school. The study is contextualized within a larger, multi-year community development project in Trondheim called kulturdag. In this project, the kulturskole collaborates with seventeen different primary schools. In each of the primary schools kulturdag is operationalized in different ways, and the collaborations are expected to be characterized by equality between the collaborating teachers from the kulturskole and the primary school. In this chapter we investigate two of these kulturdag schools ethnographically. The two schools were chosen because they implement kulturdag in very different ways. The chapter focuses on the teachers’ work with kulturdag, and the main research question is: How can salient features of primary school teachers’ and kulturskole teachers’ concrete practice collaboration be described and understood from ethnographic investigations in the light of theories about practice and the profession? The theoretical framework of the study is leaning on theory of practice architectures, theory of profession and theory of communities of practice. Some important findings are that the cooperating teachers have a great need for and benefit from structured joint planning time, that the differences between primary school teachers and kulturskole teachers are not so pronounced, and that relationship work, both between teaching colleagues and between teachers and pupils, seems to be a core of the practices.