Pupils become more motivated and engaged by getting the possibility of creating by having a voice as « authors » their own projects (Jeffrey & Craft ; Didier, 2016). Integrated approaches through project-based pedagogy have a long tradition in pedagogy, but teacher students often feel not comfortable to realize these more open learning situations.
Observations from teaching practice reveal that, on one hand, the goal setting during the conception is important (Chatelain & Marjanen, 2016). On the other hand, the teacher-learner dialogue during the classroom talk (Chatelain, Giglio & Moor, in press) is necessary to make learning outcomes explicit.
So how can pre-service teachers plan and perform integrated teaching-learning approaches by « giving a voice » to its pupils?
Based on two examples experienced in teacher training, we want to discuss the potential and the problems of an integrated approach to music education for pre-service teachers.
For this purpose, we documented the process of planning and realizing of the teaching sequences of five students.
As expected, teachers themselves experienced a greater motivation by performing these sequences. The main difficulties have been observed during the planning of the activities as well as during of the classroom dialogue. As a result, a model for pre-service teacher will be presented and discussed.