Lærerstudenters erfaringer, kompetanser, holdninger og legitimeringsargumenter knyttet til sang

The tradition of collective singing is a key part of cultural heritage, playing a role in social, political, and religious life. Preschools and schools are essential for developing children’s singing abilities. However, singing has become less emphasized in the Norwegian school system, despite its presence in curricula. The continuation of the singing tradition relies on teachers being skilled in singing and leading singing activities, highlighting the importance of teacher education. The purpose of the present study is to generate more knowledge about singing in teacher education because it subsequently impacts singing in the Norwegian school system overall, particularly in music classes. The chapter is based on a 2021 nationwide survey of teacher students from 11 institutions, exploring their experiences, competencies, and attitudes towards singing. The study draws on theoretical and policy perspectives to understand the role of singing in teacher education and its broader impact on the school system. The findings show that while student teachers hold positive attitudes and see singing as valuable for human development, they feel unprepared, citing insufficient training and low confidence in their singing-related competence. Increased focus on singing in education is recommended.