Curriculum integration in arts education: connecting multiple art forms through the idea of ‘space’

Bautista, Alfredo; Tan, Liang See; Ponnusamy, Letchmi Devi; Yau, Xenia

doi:10.1080/00220272.2015.1089940

Cited by 38 publications

(38 citation statements)

References 16 publications

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“…For example, the low importance consistently given by Singapore teachers to Aesthetics and Creative Expression is somewhat concerning, as there is compelling evidence of the central role that the arts play in children's holistic development (Appel 2006). We speculate that this tendency might be due not only to teachers' perceived lack of preparation in this matter, as discussed above, but also to societal values and expectations, as parents in Singapore typically do not see the relevance of the arts in children's professional future (Bautista et al 2016). In response to this, it is worth mentioning that the Singapore Government is currently implementing measures to enhance the role of the arts in children's life.…”

Section: Discussionmentioning

confidence: 99%

Learning areas for holistic education: kindergarten teachers’ curriculum priorities, professional development needs, and beliefs

Bautista

Múñez

et al. 2016

ICEP

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Section: Discussionmentioning

confidence: 99%

Learning areas for holistic education: kindergarten teachers’ curriculum priorities, professional development needs, and beliefs

Bautista

Múñez

et al. 2016

ICEP

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“…Changes of this magnitude necessarily require profound transformations in curriculum and instructional practices, in what and how teachers teach to students (Bautista, Tan, Ponnusamy, & Yau, 2015). Indeed, teachers are key to the success of reform initiatives, as they are ultimately the ones in charge of enacting these initiatives within the classroom (Guskey, 2002).…”

Section: Teachers In An Era Of Educational Reformsmentioning

confidence: 99%

Teacher Professional Development: International Perspectives and Approaches

Bautista¹,

Ortega-Ruíz²

2017

PSYE

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Nations around the world are currently embarked in deep reforms of their education systems. There is widespread agreement among policymakers, scholars, and educators that one of the keys for success during these reforms is promoting the professional development (PD) of in-service teachers. Every year, governments invest astronomical amounts of money on teacher continuous learning. However, the literature shows that much of the PD offered to teachers is inefficient, having small or no effect on teaching practices and/or student learning. This monograph describes the perspectives and approaches to teacher PD of five nations heavily committed to research and/or practice in this field. Understanding how PD is structured in these nations may guide others in designing more favorable learning opportunities for their teachers. The article from United States provides a general framework regarding the features of high-quality PD and offers examples of recent effective initiatives. The four following articles describe the PD models of Australia, Hong Kong, Finland, and Singapore, among the highest-achievers in education presently. Because teacher continuous learning is a high priority in these nations, strong infrastructures for high-quality PD have been built to meet teachers' needs and interests. The monograph closes with a contribution from Spain, the country where the journal Psychology, Society and Education is edited. The author discusses the five prior articles and reflects on how the ideas presented could improve the PD currently offered to teachers in other nations, particularly Spain.

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“…Por ello, para tal fin, son necesarios seguir dos requisitos. Por un lado, una revisión en profundidad del currículum que habilita al futuro docente como profesional de la enseñanza (Bautista, Tan, Ponnusamy, & Yau, 2016) y, por otro lado, plantear una efectiva formación permanente del profesorado (Borko, 2004). Para que la formación del profesorado sea provechosa, es fundamental que esta (1) aporte ideas prácticas, específicas y concretas a la vez que lo suficientemente flexibles para adaptarse a cualquier situación y contexto (Bautista & Ortega-Ruíz, 2015;Bautista et al, 2016); (2) se desarrolle en base a las necesidades y preferencias del profesorado y (3) se plantee como un proceso continuo en el que los docentes realicen un trabajo activo y participativo (Bautista & Ortega-Ruíz, 2015).…”

Section: Proyecciones En La Prácticaunclassified

Investigación-acción como recurso para la innovación y mejora de la práctica educativa en conservatorios: Una experiencia en las enseñanzas elementales de música en España

Campayo-Muñoz

Cabedo–Mas

2018

PSYE

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A menudo, las enseñanzas musicales en los conservatorios de música se basan en metodologías arraigadas a la tradición. El docente formado en conservatorios no recibe los conocimientos psicopedagógicos adecuados para la práctica educativa y, con frecuencia, tiende a repetir los modelos de enseñanza tradicionales aprendidos.Con el fin de dar respuesta a esta realidad, el presente artículo tiene como objetivo introducir al profesorado de conservatorio en la metodología de investigación-acción como recurso para la innovación y mejora de la propia práctica educativa. Para cumplir con este objetivo, en primer lugar se realiza una aproximación al concepto de investigación-acción para después presentar un ejemplo de investigación-acción propia llevada a cabo en el aula de música en conservatorios. Dicha propuesta explora la relación entre las competencias emocionales, las estrategias de aprendizaje autorregulado, la competencia percibida y su influencia en la interpretación musical. Finalmente, se discuten las implicaciones para la formación permanente del profesorado y se formulan una serie de propuestas para ser aplicadas en este contexto de formación.

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Curriculum integration in arts education: connecting multiple art forms through the idea of ‘space’

Cited by 38 publications

References 16 publications

Learning areas for holistic education: kindergarten teachers’ curriculum priorities, professional development needs, and beliefs

Learning areas for holistic education: kindergarten teachers’ curriculum priorities, professional development needs, and beliefs

Teacher Professional Development: International Perspectives and Approaches

Investigación-acción como recurso para la innovación y mejora de la práctica educativa en conservatorios: Una experiencia en las enseñanzas elementales de música en España

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