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The findings highlight the importance of curricular foundations and teachers’ professional competences, noting that international music curricula may not offer a suitable basis when competences are insufficient for translating curriculum to practice. Results also inform further research and guideline development for curricular updates and music education modernization.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Juhart*1 and Barbara Sicherl Kafol2  \n• Based on the descriptive method of qualitative educational research, the present study explores music teaching at the stage of early adolescence in terms of general-school music teachers’ viewpoints on factors defining the planning and implementation of music teaching. The study was based on qualitative analysis of data gathered in interviews with 18 teachers from nine countries (Slovenia, Argentina, Australia, USA, Turkey, Poland, Russia, Italy and Germany). The research found that music teaching based on authentic musical communication through the activities of playing, creating and listening to music was favoured by the interviewees. Among the factors affecting the presentation of music teaching at the stage of early adolescence, the quality of curricular bases and the professional competence of music teachers were emphasised. In this context, the research findings showed that music curricula in the international context do not provide a suitable curricular base for the implementation of music teaching. The problem becomes especially salient when the competences of music teachers are insufficient for the transference of the curricular platform to musical praxis through authentic ways of musical teaching. The research findings provide an insight into the complexity of the factors involved, including authentic music teaching, the music curriculum and teachers’ competences, which determine the planning and implementation of music teaching at the stage of early adolescence. In addition, the findings provide a basis for further research in a broader context and for the development of guidelines for curricular updates and the modernisation of music education in general schools.  \nKeywords: early adolescence, music education, authentic music teaching, music curriculum, teachers’ competences  \n1 *Corresponding Author. Faculty of Education, University of Ljubljana, Slovenia; [petra.brdnik@pef.uni-lj.si](petra.brdnik@pef.uni-lj.si).  \n2 Faculty of Education, University of Ljubljana, Slovenia.  \n98 music teachers’ perception of music teaching at the stage of early adolescence  \nStališča učiteljev glasbe do glasbenega poučevanja vobdobju zgodnje adolescence  \nPetra Brdnik Juhart in Barbara Sicherl Kafol  \n• V prispevku predstavljamo izsledke deskriptivne metode kvalitativneraziskave, v kateri smo preučevali stanje glasbenega poučevanja v obdobju zgodnje adolescence z vidika stališč osnovnošolskih učiteljev glasbedo dejavnikov, ki vplivajo na načrtovanje in izvajanje glasbenega poučevanja. Raziskava je temeljila na kvalitativni analizi podatkov, ki smo jihpridobili s pomočjo intervjujev z 18 učitelji glasbe iz devetih držav (Slovenije, Argentine, Avstralije, Združenih držav Amerike, Turčije, Poljske, Rusije, Italije in Nemčije) . Izsledki raziskave so pokazali, da so intervjuvanci prevladujoče naklonjeni glasbenemu poučevanju, ki temelji na avtentični glasbeni komunikaciji prek dejavnosti izvajanja, ustvarjanjain poslušanja glasbe. Med dejavniki, ki vplivajo na zastopanost glasbenega poučevanja v obdobju zgodnje adolescence, so učitelji poudarilikakovost kurikularnih podlag in ustrezno strokovno usposobljenostučiteljev. V tem okviru so izsledki raziskave pokazali, da učni načrti zaglasbo v slovenskem in mednarodnem kontekstu ne dajejo zadostnih kurikularnih podlag za uresničevanje glasbenega poučevanja. Problematika je izstopajoča zlasti ob pomanjkljivi strokovni usposobljenostiučiteljev za izvajanje kurikularnih izhodišč v praksi glasbenega poučevanja z avtentičnimi načini glasbene komunikacije. Ugotovitve raziskavenudijo vpogled v kompleksnost dejavnikov, kot so avtentično glasbenopoučevanje, učni načrt za glasbo in kompetence učiteljev, ki pogojujejonačrtovanje in izvajanje avtentičnega glasbenega poučevanja v obdobjuzgodnje adolescence. Izsledki predstavljajo tudi izhodišča ","cbCaidwEKRDBBV2u","https://ap.wps.com/l/cbCaidwEKRDBBV2u","pdf",211065,22,"English","# Introduction\n# Music teaching during early adolescence\n## Teachers’ perceptions and influencing factors\n## Authentic musical communication","[{\"question\":\"What does the study investigate about music teaching in early adolescence?\",\"answer\":\"It explores how general-school music teachers view the factors that define the planning and implementation of music teaching during early adolescence.\"},{\"question\":\"Which teaching approach is favored by the interviewees?\",\"answer\":\"Interviewees favor music teaching grounded in authentic musical communication through playing, creating, and listening.\"},{\"question\":\"What factors are emphasized as influencing music teaching in this stage?\",\"answer\":\"The study emphasizes the quality of curricular bases and the professional competence of music teachers, especially for transferring curricular platforms into classroom practice.\"}]","Music Teachers’ Perception of Music Teaching at the Stage of Early Adolescence - read online free | PDF",1792088489,55]