Catharina Christophersen is professor of music education and principal investigator of the research project “Music Teacher Education for the Future” (FUTURED 2019-2022). She holds a PhD in music education from the Norwegian Academy of Music in Oslo. She has a background as a generalist music teacher in primary schools and has previously also taught in municipal schools of music and performing arts. She teaches and supervises music education students on undergraduate and graduate level. She has presented in international conferences and has published in international journals, volumes and books. Her research interests include music in schools, teacher education, creative partnerships, and popular music education.
Havre, S., Väkevä, L., Christophersen, C. & Haugland, E. (2019). Playing to learn or learning to play? Playing Rocksmith to learn electric guitar and bass in Nordic music teacher education. British Journal of Music Education 36(1), pp. 21-32.
Christophersen, C. & Kenny, A.(eds) (2018). Musician-Teacher Collaborations: Altering the Chord. New York: Routledge.
Christophersen, C. (2017). Challenging music teacher education in Norway: Popular music and music teacher education. In Nielsen,S. G. & Varkøy, Ø: (eds). Educational Research in Music: Perspectives from Didaktik, Sociology and Philosophy. Oslo: Norwegian Academy of Music (pp.
Christophersen, C. & Gullberg, A.K (2017). Popular Music Education, Participation and Democracy: Some Nordic Perspectives. In G. D. Smith, Z. Moir, M. Brennan, P. Kirkman, & S. Rambarran, The Routledge Research Companion to Popular Music Education (pp. 425-438). Abingdon: Routledge.
Ferm Almqvist, C. & Christophersen, C. (2017). Inclusive arts education in two Scandinavian primary schools: a phenomenological case study. International Journal of Inclusive Education 21(5), pp. 463-474.