Fostering Scientific Reading and Writing Competencies in Future Teachers

The Bachelor in Educational Sciences (BSCE) and the Bachelor in Music Teaching (BEM) offer stimulating teacher training that combines academic and practical knowledge. As in many other initial teacher training programmes, the development of a scientific stance and of scientific reading and writing competencies are important objectives here. In the BSCE, first-year students have to collaboratively write a review of the literature, where they develop an empirically grounded answer to a self-chosen research question. The aim here is to contribute to the overall objective of becoming a reflective practitioner. In the BEM, second-year students are introduced to the practice of scientific reading and writing through a combination of individual and collective practices, related to the different stages of the research process. The aim of the course is to promote autonomous and informed critical thinking about music educational practices and to connect scientific reading and writing competencies to their musical and pedagogical competencies. Here, we will describe, analyse, and critically evaluate our own higher education teaching practices, based on observations of our students’ learning processes and the products they were able to deliver. We will also discuss possible lessons learned that might lead to adaptations in our respective training programmes.