Publications

This area provides access to all project-related publications, including peer-reviewed journal articles and book chapters in edited volumes.

In particular, the three TEAM books offer in-depth insights into the project’s key themes, findings and perspectives.

TEAM’s three Edited Books

TEAM has published three edited books in the book series European Perspectives on Music Education (Helbling Publishing). All books are available as a free download or can be purchased directly from Helbling.

Mapping School Music Education Across European Landscapes

European Perspectives on Music Education 15

This volume offers an exploration of the rich and evolving landscape of school music education across 22 European countries. Drawing on diverse national perspectives, it maps how historical and cultural traditions, educational systems, and contemporary challenges shape music learning in schools today. Each chapter provides a clear yet nuanced insight into how music education is organised and experienced within each cultural setting, examining such topics as provision, curriculum and assessment, current trends, and ongoing developments and research. Authored by national experts, it provides an insightful resource for educators, music education students, researchers and policymakers.

Harmony and Disruption: Reflecting on Music Teacher Education in Europe

European Perspectives on Music Education 16

Harmony and Disruption: Reflecting on Music Teacher Education in Europe brings together contributions from 14 countries and regions to explore how music teachers are educated across various European contexts. The volume offers a comparative perspective through structured chapters that include overviews of national systems, critical analysis of national research in music teacher education, and case reports highlighting major challenges and their solutions. By analysing policy, practice, and research, the book aims to foster reflection and inform future developments in music teacher education across Europe.

Future-making, Mobility and Networking in Europe: Impulses for Music Education in School, Teacher Education and Professional Development

European Perspectives on Music Education 17

Future-making, Mobility and Networking in Europe: Impulses fo Music Education in School, Teacher Education and Professional Development will present perspectives and perceptions of music education today connected to our TEAM project theme: sustainability, democratic education and digital music making in music education; students’ mobility; internships abroad; learning outcomes for music teacher education in Europe; mapping music teacher education and music education in schools; and European networking in music education. The volume will offer a powerful platform for new perspectives on school reform and will be essential for all those involved in music education including music teachers, researchers, students, artists, policy makers.

Journal Articles and Book Chapters in Edited Volumes

Whose voices are heard in Music Curriculum Development? A comparative study of Germany, Ireland and Lithuania

Karla Louisa Stolle, Rūta Girdzijauskienė & Lorraine O'Connell

This comparative study explores questions of voice and participation in music curriculum development across Germany, Ireland, and Lithuania. It critically examines whose perspectives are included in curriculum processes and how participatory structures are shaped across different national contexts.

Music-related sustainability competence. The arts subjects be-tween social impact and l’art pour l’art

Isolde Malmberg & Karla Stolle

Drawing on findings from the Erasmus+ co-funded TEAM project, this chapter explores how sustainability is understood and implemented in music education and music teacher education across Europe. Based on survey data from 31 countries, it discusses tensions between ecological perspectives, inclusion, global citizenship, and artistic practice, highlighting music education’s potential contribution to Education for Sustainable Development (ESD).

Navigating at the Interface of Digitalisation, Sustainability and Music Education

Philip Stade, Johannes Treß, Thade Buchborn, Matthias Droll, Juliane Gerland, Isolde Malmberg & Benno Spieker

The article discusses how music education can adress educational goals connected to sustainability as well as digitalisation in teacher training and practice. After a review of policy papers and competence framework three examples are introduced from different contexts in Europe offering perspectives on inclusion, digital practices in teacher education and maker education.

Future-proof learning outcomes for classroom music teacher education: A Europeanwide exploration*

Thomas De Baets, Ann-Sophie De Praitere, Marina Gall & Isolde Malmberg

This article explores future-oriented learning outcomes for classroom music teacher education across Europe. Based on data collected through the Erasmus+ TEAM project and the EAS network, the study identifies six key themes shaping future music teacher competences, including collaboration, digitisation, diversity and inclusion, global citizenship, interdisciplinarity, and professional development.

Strengthening intercultural teacher competence through internships abroad? Music student teachers’ reflections

Isolde Malmberg, Lauren Steinmetz, Verena Bons & Wilfried Aigner

This article examines reflections of pre-service music teachers who completed school internships abroad, focusing on intercultural learning and experiences of teaching music in a foreign language. The findings suggest that learning gains primarily occur on a social and communicative level, while goals such as increased cultural awareness and intercultural sensitivity are not automatically achieved.

“It actually has little to do with democracy” Everyday theories and implicit knowledge of students in music teacher education on democracy education and participation

Thade Buchborn & Philip Stade

This article explores how music education students experience and reflect on participation and democracy education in everyday higher education contexts. Based on group discussions conducted within the TEAM project, the study reveals tensions between normative understandings of democracy and students’ lived experiences, particularly regarding participation, responsibility, and performance within institutional settings.

Green and/or digital transition in music education? Analysis of European policy papers and competence frameworks

Thade Buchborn & Philip Stade

This article critically examines the relationship between digitalization and sustainability in European policy papers and competence frameworks, focusing on implications for music education. Through a comparative document analysis, the study highlights tensions between ambitions for “twin transitions” and their practical implementation, calling for music education approaches that critically address both digital and ecological challenges.