The tradition of practice in Switzerland as an obstacle to the transformation towards scientific ‘Fachdidaktik Musik’?

Abstract

In Swiss educational policy, efforts to strengthen ‘Fachdidaktiken’ have led to new qualification programmes for ‘Fachdidaktik’ staff. In ‘Fachdidaktik Musik’, a growing number of PhD projects raises the question of whether it is becoming an established scientific discipline. This study examines its profile in Switzerland through historical and disciplinary discourses, revealing persistent scepticism toward science. Using participant observation protocols, we analyse references in ‘Fachdidaktik’ classes, finding they mostly address subject-specific rather than didactic aspects. We conclude by discussing how broader scientific referencing could reshape ‘Fachdidaktik Musik’ and its professional practice, challenging the prevailing emphasis on practical relevance.