Abitur nach Partitur? Auswirkungen der Zentralabitureinführung auf die Individualkonzepte von Musiklehrern

Abstract

The implementation of standardised final exams (in Germany called "Zentralabitur") in eight federal states of Germany, in answer to the PISA studies published in 2001, has a significant impact on the teaching. This is true also for the musical education. Teachers have to adjust their lessons to the regulations in order to prepare the students in an optimal way for the final examination. The herewith presented work is concered with research studies based on the Grounded Theory Methodology in order to analyse the impact of the "Zentralabitur" on the personal concepts and strategies of music teachers in Niedersachsen. The investigations were motivated by the following questions: Does the Zentralabitur influence the teachers individual mindsets, preparations and lessons? In which areas and to what extent do teachers perceive changes? How do they actually deal with the changed circumstances? Personal concepts were emerged in order to reveal the influence of the Zentralabitur. Based on an empirically grounded construction of types and a typology the different coping strategies are compared. Finally possible enhancements of the Zentralabitur are proposed and suggestions for the education and preperation of teachers dealing with centralized school systems are summerised.