ABSTRACT
The aim of the present chapter is to discuss core aspects of knowledge and professionalism in music teacher education and teaching practice in preschool, primary and lower secondary school. The overall theoretical orientation is phenomenological; that is, knowledge in music education is appreciated from the point of view of lived experience. Implications of this view are that any involvement with music is interdependently connected with a wide range of lived experiences and aspects of embodied knowledge. 1 Furthermore, different types of knowledge are not viewed as normative and ready-made constructs; rather, they are constituted through lived practices and therefore subject to change.
