María Elena Cuenca Rodríguez, Miren Pérez-Eizaguirre, Ángela Morales Fernández
This article shows a descriptive and analytical investigation of institutional data over time. The proposed objectives are limited to the description of the evolution of the old specialty of Music in the Facultad de Formacion de Profesorado de la Universidad Autonoma de Madrid, as well as the determining factors of this evolution in both qualitative loss, from the curricular point of view, as quantitative in regards to the computation in credits / hours with the arrival of the specializations. On the other hand, the place that the specialization of Musical Education occupies on the whole of the remaining specializations is referenced, both for the Primary and Infant Education degrees. The results clearly show the concept of a specialist teacher against that of a general teacher in legislative evolution. On the other hand, the most notable conclusion is that Music Education has significantly lost a formative space for Music Education in Early Childhood and Primary Education with the new mentions, considering the numbers of new students and comparing them with those of the former Music Specialty degree and those of the other mentions currently offered.
{"title":"Estudio y análisis de la evolución de los estudiantes matriculados en titulaciones de Educación Musical en la Universidad Autónoma de Madrid","authors":"María Elena Cuenca Rodríguez, Miren Pérez-Eizaguirre, Ángela Morales Fernández","doi":"10.7203/LEEME.47.18295","DOIUrl":"https://doi.org/10.7203/LEEME.47.18295","url":null,"abstract":"This article shows a descriptive and analytical investigation of institutional data over time. The proposed objectives are limited to the description of the evolution of the old specialty of Music in the Facultad de Formacion de Profesorado de la Universidad Autonoma de Madrid, as well as the determining factors of this evolution in both qualitative loss, from the curricular point of view, as quantitative in regards to the computation in credits / hours with the arrival of the specializations. On the other hand, the place that the specialization of Musical Education occupies on the whole of the remaining specializations is referenced, both for the Primary and Infant Education degrees. The results clearly show the concept of a specialist teacher against that of a general teacher in legislative evolution. On the other hand, the most notable conclusion is that Music Education has significantly lost a formative space for Music Education in Early Childhood and Primary Education with the new mentions, considering the numbers of new students and comparing them with those of the former Music Specialty degree and those of the other mentions currently offered.","PeriodicalId":40742,"journal":{"name":"Revista Electronica de LEEME","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44708565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As an academic area, Music Education is obliged to maintain a singular balance within the Spanish university, a situation that has run parallel to the fate of music as a curricular subject displaced to the margins, both in Primary and Secondary Education. This status of permanent precariousness has come to be taken for granted as a consequence of the imposition of rules of the game by the hegemonic areas, to which we must now add the consequences resulting from the pandemic caused by covid-19, which only will help to further accentuate the gap between academic areas. In the framework of a critical pedagogy and with the help of the theory of the performative interpreted from an educational position, this study reflects on the causes of this situation with the aim of highlighting the tensions to which Spanish Music Education is subjected, tensions that prevent its progress in the context of the European Higher Education Area. For this, it is urgent to recognize and accept the differences and imagine other ways of thinking and doing university from the diversity of the areas of knowledge and not from the imposition of current hegemonic thought. It is the intention of this work to incite scientific debate from an area marked for banishment to the outskirts of knowledge as a consequence of segregating educational policies.
{"title":"Educación musical, epistemocracia y postcovid-19","authors":"José A. Rodríguez-Quiles","doi":"10.7203/LEEME.47.17550","DOIUrl":"https://doi.org/10.7203/LEEME.47.17550","url":null,"abstract":"As an academic area, Music Education is obliged to maintain a singular balance within the Spanish university, a situation that has run parallel to the fate of music as a curricular subject displaced to the margins, both in Primary and Secondary Education. This status of permanent precariousness has come to be taken for granted as a consequence of the imposition of rules of the game by the hegemonic areas, to which we must now add the consequences resulting from the pandemic caused by covid-19, which only will help to further accentuate the gap between academic areas. In the framework of a critical pedagogy and with the help of the theory of the performative interpreted from an educational position, this study reflects on the causes of this situation with the aim of highlighting the tensions to which Spanish Music Education is subjected, tensions that prevent its progress in the context of the European Higher Education Area. For this, it is urgent to recognize and accept the differences and imagine other ways of thinking and doing university from the diversity of the areas of knowledge and not from the imposition of current hegemonic thought. It is the intention of this work to incite scientific debate from an area marked for banishment to the outskirts of knowledge as a consequence of segregating educational policies.","PeriodicalId":40742,"journal":{"name":"Revista Electronica de LEEME","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47975071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. M. Serrano Pastor, Felipe Javier Zamorano Valenzuela, Cristina González-Martín
The goal of this article is to analyse the adequacy of the written programs offered by Spanish universities in relation to the training of secondary music teachers to the demands of schools and music classrooms in the knowledge-based society and economy. To reach this goal, we execute a comparative documentary analysis of the programs of 26 Masters that offer music teacher education in Spain. We present the results both in a general way, describing denominations, competences, structures, and credits of the programs; as well as in a specific way, defining typologies in the musical modules and practical training. We conclude that certain programs promote the construction of fundamental capacities to respond to the knowledge-based society and economy, such as reflective collective thinking and interdisciplinarity, creative thinking and entrepreneurship, technological integration, and innovation, as well as sensitivity to social issues. Although currently this is not the most common university orientation, since music teacher programs are still focused on the adaptation and perpetuation of eminently academic models, it does offer a positive vision of a commitment to teacher training that is desirable for all university programs.
{"title":"El Máster en Profesorado de Música: análisis de los planes de estudio desde la perspectiva de la sociedad y economía del conocimiento","authors":"R. M. Serrano Pastor, Felipe Javier Zamorano Valenzuela, Cristina González-Martín","doi":"10.7203/leeme.46.17600","DOIUrl":"https://doi.org/10.7203/leeme.46.17600","url":null,"abstract":"The goal of this article is to analyse the adequacy of the written programs offered by Spanish universities in relation to the training of secondary music teachers to the demands of schools and music classrooms in the knowledge-based society and economy. To reach this goal, we execute a comparative documentary analysis of the programs of 26 Masters that offer music teacher education in Spain. We present the results both in a general way, describing denominations, competences, structures, and credits of the programs; as well as in a specific way, defining typologies in the musical modules and practical training. We conclude that certain programs promote the construction of fundamental capacities to respond to the knowledge-based society and economy, such as reflective collective thinking and interdisciplinarity, creative thinking and entrepreneurship, technological integration, and innovation, as well as sensitivity to social issues. Although currently this is not the most common university orientation, since music teacher programs are still focused on the adaptation and perpetuation of eminently academic models, it does offer a positive vision of a commitment to teacher training that is desirable for all university programs.","PeriodicalId":40742,"journal":{"name":"Revista Electronica de LEEME","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41582128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article describes policy and practice issues surrounding the training of intending music teachers in England. It tells of how there has been governmental regulation, and ministerial interference, in many aspects of this, from numbers entering the profession, to the nature of what is actually taught and learned in secondary school classrooms. Building on research evidence, it then goes on to describe how there are a number of aspects of teaching and learning which are contentious, and which can have an exclusory function. Finally, it suggests that an international audience may have much to learn from this situation.
{"title":"Training music teachers in England – what is the music that is being taught in secondary schools?","authors":"Martin Fautley","doi":"10.7203/leeme.46.18021","DOIUrl":"https://doi.org/10.7203/leeme.46.18021","url":null,"abstract":"This article describes policy and practice issues surrounding the training of intending music teachers in England. It tells of how there has been governmental regulation, and ministerial interference, in many aspects of this, from numbers entering the profession, to the nature of what is actually taught and learned in secondary school classrooms. Building on research evidence, it then goes on to describe how there are a number of aspects of teaching and learning which are contentious, and which can have an exclusory function. Finally, it suggests that an international audience may have much to learn from this situation.","PeriodicalId":40742,"journal":{"name":"Revista Electronica de LEEME","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42916905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Este artículo es parte de una investigación que tiene como objetivo comprender la forma en que se construye la identidad docente en los programas de formación del profesorado de música en Chile. Se expone el caso de una titulación para ilustrar una formación basada en principios críticos y políticos, la cual permitiría la construcción de una identidad activista. Presentamos, en primer lugar, las identidades que emergen en un contexto de control sobre la profesión docente, para luego exponer algunas condiciones en la formación del profesorado para el florecimiento de la identidad activista. Explicamos brevemente el planteamiento metodológico, para finalmente entregar evidencias del caso, a partir de documentos oficiales, entrevistas, grupo de discusión y observaciones. Estas evidencias nos permiten concluir que el territorio formativo del caso, que pone en su centro la integración curricular, investigación educativa, autonomía didáctica, la reconstrucción de la historia del profesorado y los espacios democráticos, interdisciplinares y movilizados, permitiría el florecimiento de una identidad políticamente comprometida y que más que técnica es propositiva.
{"title":"Moviéndose en los márgenes: un estudio de caso sobre la identidad activista en la formación del profesorado de Música en Chile","authors":"Felipe Javier Zamorano Valenzuela","doi":"10.7203/leeme.46.16278","DOIUrl":"https://doi.org/10.7203/leeme.46.16278","url":null,"abstract":"Este artículo es parte de una investigación que tiene como objetivo comprender la forma en que se construye la identidad docente en los programas de formación del profesorado de música en Chile. Se expone el caso de una titulación para ilustrar una formación basada en principios críticos y políticos, la cual permitiría la construcción de una identidad activista. Presentamos, en primer lugar, las identidades que emergen en un contexto de control sobre la profesión docente, para luego exponer algunas condiciones en la formación del profesorado para el florecimiento de la identidad activista. Explicamos brevemente el planteamiento metodológico, para finalmente entregar evidencias del caso, a partir de documentos oficiales, entrevistas, grupo de discusión y observaciones. Estas evidencias nos permiten concluir que el territorio formativo del caso, que pone en su centro la integración curricular, investigación educativa, autonomía didáctica, la reconstrucción de la historia del profesorado y los espacios democráticos, interdisciplinares y movilizados, permitiría el florecimiento de una identidad políticamente comprometida y que más que técnica es propositiva.","PeriodicalId":40742,"journal":{"name":"Revista Electronica de LEEME","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49070844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article deals with the initial training of future teachers through the development of artistic projects, using the Project Based Learning methodology. The main objective of the work was to find out the opinion of the future teachers and their university professors regarding the ABP proposals developed from the Music Education in Primary Education Teacher Degree. For this purpose, we have carried out a qualitative research, with an exploratory and descriptive character, through the case study method. A questionnaire and a discussion group were used to collect data. After their analysis, we concluded that the ABP is an appropriate methodology for learning musical contents, which empowers students to be builders of their own learning, considering it innovative, effective and alternative to behavioral learning models.
{"title":"La formación inicial de los futuros maestros a través del Aprendizaje Basado en Proyectos desde la Educación Musical","authors":"Elena Berrón Ruiz, Inés María Monreal Guerrero","doi":"10.7203/leeme.46.18031","DOIUrl":"https://doi.org/10.7203/leeme.46.18031","url":null,"abstract":"This article deals with the initial training of future teachers through the development of artistic projects, using the Project Based Learning methodology. The main objective of the work was to find out the opinion of the future teachers and their university professors regarding the ABP proposals developed from the Music Education in Primary Education Teacher Degree. For this purpose, we have carried out a qualitative research, with an exploratory and descriptive character, through the case study method. A questionnaire and a discussion group were used to collect data. After their analysis, we concluded that the ABP is an appropriate methodology for learning musical contents, which empowers students to be builders of their own learning, considering it innovative, effective and alternative to behavioral learning models.","PeriodicalId":40742,"journal":{"name":"Revista Electronica de LEEME","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71304300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
La formacion del profesorado en general y de educacion musical en particular es un tema de investigacion recurrente a nivel mundial (Goodwin, 2010), ya que la calidad docente determina la calidad del sistema educativo (Darling-Hammond et al., 2017). En los ultimos anos, aspectos como la creacion del Espacio Europeo de Educacion Superior han conllevado cambios en los planes de estudio de la formacion del profesorado, tanto en el ambito nacional como internacional. En este sentido, se hace necesario analizar, desde una vision critica, como han influido estas transformaciones en la formacion de los futuros docentes de musica y su adecuacion a los contextos actuales. Para ello, en este monografico se recogen ocho estudios que buscan dar respuesta a esta tematica desde diferentes perspectivas, algunos de ellos fruto del Proyecto “Formacion de profesorado y musica en la sociedad y la economia del conocimiento” del Programa Estatal de Fomento de la Investigacion Cientifica y Tecnica de Excelencia.
教师培训，特别是音乐教育，是全球范围内反复出现的研究课题(Goodwin, 2010)，因为教学质量决定了教育系统的质量(Darling-Hammond et al.， 2017)。近年来，欧洲高等教育领域的建立等方面导致了国内和国际教师教育课程的变化。从这个意义上说，有必要从批判的角度分析这些转变如何影响未来音乐教师的培训及其对当前环境的适应。为此,在这个monografico收集研究寻求应对这八个tematica从不同的观点,有些水果”项目师资编队飞行和音乐社会和知识经济建设“国家方案调查Cientifica和卓越的技术。
{"title":"Monográfico: Formación del profesorado de Música: de dónde venimos y hacia dónde vamos","authors":"R. M. Serrano Pastor","doi":"10.7203/leeme.46.18977","DOIUrl":"https://doi.org/10.7203/leeme.46.18977","url":null,"abstract":"La formacion del profesorado en general y de educacion musical en particular es un tema de investigacion recurrente a nivel mundial (Goodwin, 2010), ya que la calidad docente determina la calidad del sistema educativo (Darling-Hammond et al., 2017). En los ultimos anos, aspectos como la creacion del Espacio Europeo de Educacion Superior han conllevado cambios en los planes de estudio de la formacion del profesorado, tanto en el ambito nacional como internacional. En este sentido, se hace necesario analizar, desde una vision critica, como han influido estas transformaciones en la formacion de los futuros docentes de musica y su adecuacion a los contextos actuales. Para ello, en este monografico se recogen ocho estudios que buscan dar respuesta a esta tematica desde diferentes perspectivas, algunos de ellos fruto del Proyecto “Formacion de profesorado y musica en la sociedad y la economia del conocimiento” del Programa Estatal de Fomento de la Investigacion Cientifica y Tecnica de Excelencia.","PeriodicalId":40742,"journal":{"name":"Revista Electronica de LEEME","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42166079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aunque la investigacion sobre praxis docente es amplia, pocos estudios se han interesado por la mala praxis, es decir, por practicas docentes incongruentes con los principios aceptados en marcos curriculares, pedagogicos y/o didacticos. El marco teorico de mala praxis docente propuesto por Herran y Gonzalez, centrado en la influencia del egocentrismo, presenta gran potencial para explicar ciertas problematicas que tradicionalmente se han observado en las ensenanzas instrumentales en conservatorios y escuelas de musica, tanto en Espana como en otros paises. El presente estudio, basado en un analisis bibliografico critico de corte cualitativo, persigue dos objetivos: (1) introducir el citado marco entre los profesionales de la ensenanza instrumental, ejemplificando sus postulados centrales mediante investigaciones previas del area; y (2) proponer estrategias para prevenir la mala praxis en conservatorios y escuelas de musica, fundamentadas en la literatura sobre desarrollo profesional docente. Las estrategias sugeridas implican perfilar la identidad profesional docente mediante una solida formacion pedagogica, mejorar los procedimientos de seleccion e induccion docente, asi como fomentar el desarrollo profesional y el trabajo colaborativo. Se concluye argumentando que prevenir la mala praxis en conservatorios y escuelas de musica requiere redefinir cual es el objetivo ultimo de las ensenanzas instrumentales en nuestra sociedad actual.
{"title":"Mala Praxis en las Enseñanzas Instrumentales: Implicaciones para la Formación Docente","authors":"Alfredo Bautista, Basilio Fernández-Morante","doi":"10.7203/leeme.46.18013","DOIUrl":"https://doi.org/10.7203/leeme.46.18013","url":null,"abstract":"Aunque la investigacion sobre praxis docente es amplia, pocos estudios se han interesado por la mala praxis, es decir, por practicas docentes incongruentes con los principios aceptados en marcos curriculares, pedagogicos y/o didacticos. El marco teorico de mala praxis docente propuesto por Herran y Gonzalez, centrado en la influencia del egocentrismo, presenta gran potencial para explicar ciertas problematicas que tradicionalmente se han observado en las ensenanzas instrumentales en conservatorios y escuelas de musica, tanto en Espana como en otros paises. El presente estudio, basado en un analisis bibliografico critico de corte cualitativo, persigue dos objetivos: (1) introducir el citado marco entre los profesionales de la ensenanza instrumental, ejemplificando sus postulados centrales mediante investigaciones previas del area; y (2) proponer estrategias para prevenir la mala praxis en conservatorios y escuelas de musica, fundamentadas en la literatura sobre desarrollo profesional docente. Las estrategias sugeridas implican perfilar la identidad profesional docente mediante una solida formacion pedagogica, mejorar los procedimientos de seleccion e induccion docente, asi como fomentar el desarrollo profesional y el trabajo colaborativo. Se concluye argumentando que prevenir la mala praxis en conservatorios y escuelas de musica requiere redefinir cual es el objetivo ultimo de las ensenanzas instrumentales en nuestra sociedad actual.","PeriodicalId":40742,"journal":{"name":"Revista Electronica de LEEME","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49626540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
La formacion del profesorado es, sin duda, una de las cuestiones de investigacion recurrente por su importancia para el exito del sistema educativo y su mejora se convierte en un desafio constante del ambito educativo. La formacion inicial del profesorado de musica en primaria y secundaria presenta unas caracteristicas muy concretas derivadas de la necesidad del conocimiento de un lenguaje especifico y que es tratado de forma diferente en numerosos paises europeos. El objetivo de este estudio se centra fundamentalmente en la realizacion de un analisis comparativo, utilizando la tecnica de analisis de contenido, de tres informes de investigacion sobre la formacion inicial del profesorado de musica de primaria y secundaria a traves de una serie de categorias de analisis con el proposito de describir su organizacion y establecer similitudes y diferencias. Entre las principales conclusiones obtenidas observamos que las vias formativas para la formacion inicial del profesorado de primaria y secundaria poseen similitudes fundamentalmente en cuanto a los centros donde se imparten y el tipo de titulacion que se obtiene una vez finalizados los estudios, pero se diferencian en los requisitos previos para poder cursarlas, los anos de estudios y el grado de especializacion necesario para la habilitacion como docente de musica en ambos niveles.
{"title":"Análisis comparativo de la formación inicial del profesorado de música de primaria y secundaria en Europa","authors":"Sara Domínguez-Lloria, Margarita Pino-Juste","doi":"10.7203/leeme.46.18033","DOIUrl":"https://doi.org/10.7203/leeme.46.18033","url":null,"abstract":"La formacion del profesorado es, sin duda, una de las cuestiones de investigacion recurrente por su importancia para el exito del sistema educativo y su mejora se convierte en un desafio constante del ambito educativo. La formacion inicial del profesorado de musica en primaria y secundaria presenta unas caracteristicas muy concretas derivadas de la necesidad del conocimiento de un lenguaje especifico y que es tratado de forma diferente en numerosos paises europeos. El objetivo de este estudio se centra fundamentalmente en la realizacion de un analisis comparativo, utilizando la tecnica de analisis de contenido, de tres informes de investigacion sobre la formacion inicial del profesorado de musica de primaria y secundaria a traves de una serie de categorias de analisis con el proposito de describir su organizacion y establecer similitudes y diferencias. Entre las principales conclusiones obtenidas observamos que las vias formativas para la formacion inicial del profesorado de primaria y secundaria poseen similitudes fundamentalmente en cuanto a los centros donde se imparten y el tipo de titulacion que se obtiene una vez finalizados los estudios, pero se diferencian en los requisitos previos para poder cursarlas, los anos de estudios y el grado de especializacion necesario para la habilitacion como docente de musica en ambos niveles.","PeriodicalId":40742,"journal":{"name":"Revista Electronica de LEEME","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49136905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article analyses the musical training of future music teachers in compulsory education at the universities of Castilla y Leon. It is part of an R+D project EDU2017-84782 (Profmus) that researches the training of teachers and its impact on current educational policy. It examines eight courses of study (five Bachelor's and three Master's) and a total of 70 courses: 45 from the Teacher's Degree (Music Education), and 25 from the Master's Degree in Compulsory Secondary Education. The curricula, teaching guides and compulsory education legislation are analyzed through open coding. Eight categories of intersection between university plans and the primary and secondary curriculum are found, in two dimensions: musical content (listening, musical interpretation, dance and movement, musical and cultural contexts, music and technologies) and transversal content (oral and written expression, entrepreneurship and creativity, citizenship and diversity). The results show that courses of study are generally adapted to the training needs of future teachers, although training needs to be oriented towards creativity, citizenship, and lifelong learning.
{"title":"La formación de futuros docentes de música en las universidades de Castilla y León: creatividad, ciudadanía y aprendizaje permanente como claves del cambio educativo","authors":"Yurima Blanco García, Alicia Peñalba Acitores","doi":"10.7203/leeme.46.17756","DOIUrl":"https://doi.org/10.7203/leeme.46.17756","url":null,"abstract":"This article analyses the musical training of future music teachers in compulsory education at the universities of Castilla y Leon. It is part of an R+D project EDU2017-84782 (Profmus) that researches the training of teachers and its impact on current educational policy. It examines eight courses of study (five Bachelor's and three Master's) and a total of 70 courses: 45 from the Teacher's Degree (Music Education), and 25 from the Master's Degree in Compulsory Secondary Education. The curricula, teaching guides and compulsory education legislation are analyzed through open coding. Eight categories of intersection between university plans and the primary and secondary curriculum are found, in two dimensions: musical content (listening, musical interpretation, dance and movement, musical and cultural contexts, music and technologies) and transversal content (oral and written expression, entrepreneurship and creativity, citizenship and diversity). The results show that courses of study are generally adapted to the training needs of future teachers, although training needs to be oriented towards creativity, citizenship, and lifelong learning.","PeriodicalId":40742,"journal":{"name":"Revista Electronica de LEEME","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44430528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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