Recreating the teacher training on musical interaction and transversal learning: in, through and with music

Music and languages were at the focus of the European Music Portfolio project (EMP-L 2009-2012; http://www.emportfolio.eu). The aim of the project was to support teachers in their profession, by combining theories with methodology and practices. Since 2012 data has been collected all over Europe from the Continuous Professional Development (CPD) courses, linked to the EMP-L project. According to Evelein (in press), cooperative learning can be understood as an educational approach to foster integration by stimulating learners to create learning communities, such as zones of meaningful and integrated ingagements. The theoretical basis for this study is created out of the theories on the criteria of effective in- service teacher education (Reusser, 2011; Timperly, 2008; Reusser & Tremp, 2008 and Lipowsky, 2004), and on the other hand of the understanding of holistic deep-level learning processes (Hannaford, 2004). In this paper, the emphasis is on the development of the data collection processes based on the background theories.