"Det är så extremt mycket grejer vi ska kunna lära ut". Grundlärares tolkningsrepertoarer och positioneringar som musiklärare.

Abstract

This paper examines how Swedish general teacher with music education talk about their own everyday music teaching and how they position themselves as music teachers and use interpretation repertoires to construct possibilities and difficulties connected to their profession.The study takes a social constructional perspective as starting point where the view of knowledge about the world gets created and maintains in interaction with other people. Together people construct common perceptions about what ́s true or false. The bases for the empirical data production are three focus groups discussions with general teachers with music education working at different elementary schools. The analysis was carried out from a discourse analytics approach where focus was to find interpretation repertoires about possibilities and difficulties which were constructed in the discussions. The results show how general teachers with music education positioning themselves as music teacher in five different ways; the lonely music teacher, the insufficient music teacher, the satisfied music teacher, the networking music teacher and the educational critical music teacher. From the study's data production, three interpretation repertoires about possibilities and difficulties could be distinguished; the working environment, guidance and education. The result show that the general teachers with music education practical activities based on scientific knowledge tend to become some kind of music activities instead, and that the education, according to the general music teachers with music education does not correspond to the job assignment they are to perform.