Practicum training is a central part in music teacher education (Aglen, 2022, 2024). In the practicum training, the pre-service students often have their first experience of practicing the teaching profession for which they are training and the respective practicum school with its typical characteristics and profile (i.e., the kulturskole*). In this training, pre-service students meet the practicum supervisor who is a teacher educator and who also teaches at the respective practicum school. The integration of practicum supervision in music teacher education is crucial, providing students with their initial exposure to the teaching profession, particularly within the unique environment of the Norwegian kulturskole. The Norwegian kulturskole is a distinctive Nordic concept (Björk et al., 2018; Hahn et al., 2024), offering voluntary education in various arts as music, theatre, visual arts, creative writing, dance etc. The kulturskole primarily targeting children and youth but can also include adults. Professionality is a pivot point in the practicum training, and I assume that there are various understandings of professionality is there among these practicum teachers. In this training the students––in addition to gaining experience in teaching––also shall experience kulturskole´s everyday life and the school as a part of a community ecosystem.

This study examines practicum supervision from a higher educational perspective and have focus on the perceptions of practicum supervisors regarding professionalism and their experiences with the kulturskole as a teacher training arena. Through qualitative depth interviews (Brinkmann & Kvale, 2015) with twelve practicum supervisors in four different kulturskoles in Norway, the research explores how these supervisors understand professionalism and how the kulturskole's role within a community ecosystem impacts practicum supervision. The research study draws on professional theory (Ferm-Almqvist & Zandén, 2016; Krejsler, 2005; Mausethagen & Mølstad, 2015), the theory of practice ecology (Capra, 2005; Kemmis et al., 2012) and practice landscape (Wenger-Trayner et al., 2015), where I see the kulturskole, with its many collaboration partners in the community, as a part of an ecological system. By examining these dynamics, the study aims to generate insights that can enhance music teacher education and other related training programs.

The study addresses two main research questions:

1. Which understandings of professionalism can be identified among practicum supervisors in the kulturskole?
2. How do practicum teachers in the kulturskole perceive and integrate concepts of sustainability and the school's role within a community ecosystem during practicum supervision?

 Findings reveal that professionalism for the supervisors encompasses both technical musical skills and interpersonal relationship-building, emphasizing the importance of creating safe and supportive environments for students. The research highlights several challenges within the current practicum supervision framework, including the solitary nature of the teaching profession and the lack of a collaborative culture among kulturskole teachers. According to that, there is a marked need for more structured collaboration both within the kulturskole and between the kulturskole and universities. Such collaboration could foster a more supportive and enriching professional environment for practicum teachers, ultimately benefiting the broader educational ecosystem. In conclusion, the study underscores the potential for practicum supervision to be a transformative experience for both students and teachers. By fostering a collaborative and reflective professional community, the kulturskole can enhance its role as a vital component of the educational ecosystem, contributing to the development of culturally sustainable teaching practices.

*School of music and performing arts

This qualitative study employs a practice-based research approach (Cochran-Smith & Lytle, 2009), using individual depth interviews to explore the experiences and perceptions of practicum supervisors in Norwegian kulturskoles. The methodology is grounded in the theories of practice ecology and practice architecture, which provide a framework for understanding the interconnected practices within the kulturskole. Twelve practicum supervisors from different kulturskoles were recruited for individual depth interviews. The semi-structured interviews were designed to elicit detailed narratives about the participants' experiences and perceptions. Key areas of focus included the teachers' experiences with practicum students, their approaches to teaching, their views on qualifications and professional development, and their perceptions of the kulturskole as part of a community ecosystem. This open-ended format facilitated rich, qualitative data collection, providing insights into the nuanced understandings of professionality among the supervisors. The analysis was conducted in an hermeneutic perspective (Alvesson & Sköldberg, 2017; Gadamer, 2012) where meaning making and understanding formed a framework for the analysis process together with the concepts of practice architecture and practice ecology (Kemmis et al., 2012; Kemmis et al., 2014; Mahon et al., 2017). The practice architecture were used to examine the sayings, doings, and relations that constitute professional practices, and provided insights into how these elements interact to shape the kulturskole's teaching environment. Practice ecology helped to look at the practices that the informants did in their supervisions as interconnected and mutually influential. Further, how the practices are working together in the living systems within a larger ecological community - as the kulturskole field can be defined as. The interview data were coded and categorized to identify themes related to the research questions. Four main categories emerged: qualifications for becoming a good kulturskole teacher, professional development in practicum training, the role of the kulturskole within an ecological community system, and future aspirations for practicum training. These categories were further analyzed to understand how professional practices are constructed and how they can be transformed to enhance educational outcomes. Ethical approval was obtained prior to data collection, ensuring that all participants provided informed consent. The confidentiality and anonymity of participants were maintained throughout the research process. As a researcher with extensive experience in both teaching and administrative roles within the kulturskole, reflexivity was an integral part of the research process. This insider perspective provided valuable insights but also necessitated careful reflection to maintain objectivity and rigor in the analysis.

This study highlights the multifaceted nature of practicum supervision within the Norwegian kulturskole, emphasizing both its strengths and areas for enhancement. Professionalism among practicum teachers in the kulturskole is perceived as a blend of technical musical skills, interpersonal relationship-building, and the ability to create supportive and engaging learning environments. These elements are crucial for fostering a comprehensive educational experience for both students and educators. However, significant challenges are also revealed. The solitary nature of the supervisors within the kulturskole and the lack of a collaborative culture among teachers can hinder professional development and the overall quality of practicum training. Practicum supervisors often feel isolated, with limited opportunities for peer guidance and feedback, which are essential for reflective practice and continuous improvement. To address these challenges, the study suggests several strategies. First, fostering collaboration and peer guidance among kulturskole teachers can create a more supportive professional environment. This involves observing each other’s lessons, sharing feedback, and engaging in professional dialogues to promote a community of practice that values shared learning and mutual support. Furthermore, strengthening the collaboration between kulturskoles and universities is crucial. This can ensure a more structured and coherent practicum training experience, providing students with diverse learning opportunities and better integration into the community ecosystem. Another suggestion is to extend the duration of practicum periods, which can provide students with more comprehensive exposure to the kulturskole environment. This allows for deeper engagement with teaching practices and helps supervisors prepare future teachers to navigate the complexities of the educational landscape effectively. In conclusion, by fostering collaboration and enhancing communication, the kulturskole can significantly improve its role as a teacher training arena. Together with extending practicum durations in music teacher training, these aspects can contribute to the development of culturally sustainable and professionally enriching educational practices.

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