El acceso del profesorado de Música a la docencia en Educación Secundaria

Bravo, María Pilar Colás; Hernández-Portero, Guadalupe

doi:10.30827/profesorado.v26i2.17005

Cited by 4 publications

(4 citation statements)

References 12 publications

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“…There are also other countries, such as the United Kingdom, which present curricula that seek a balance between both aspects (Herrera et al, 2010;Kaschub & Smith, 2014), but this is not the general trend. For example, in the study carried out by Díaz (2010) on the curricula of the Baltic countries, it is emphasised that the weight that the musical and the educational aspects should have in music education is an unresolved debate that determines the professional profile of future teachers, as it is the case in Southern Europe (Carmona & Jurado, 2010).…”

Section: Heterogeneous Convergencementioning

confidence: 99%

Economic rationale shaping music teacher education: the case of Spain

Valenzuela

Aróstegui

González-Martín

2023

Brit. J. Music. Ed.

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This article discusses the literature on music teacher education programmes for mainstream education in order to undertake critical reflection on what we are doing and why in our university classrooms, what theories are implicit and what could be done to improve our programmes. After analysis, mainly from European contexts, and considering the Spanish one in particular, we find an influence of the economic – and, ultimately, political – rationale on substantial aspects, manifested in apparent disjunctions between musical and educational features, as well as in formal issues, fundamentally due to the European Higher Education Area. In the end, it is concluded that, without renouncing the economic aspects, curricula should be more addressed towards the integration of pedagogical and musical knowledge, and the treatment of aspects related to social justice, if we do not want an uncritical reproduction of rationalities that are often obsolete in the training of pre-service music teachers.

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Section: Heterogeneous Convergencementioning

confidence: 99%

Economic rationale shaping music teacher education: the case of Spain

Valenzuela

Aróstegui

González-Martín

2023

Brit. J. Music. Ed.

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“…Teachers' beliefs constitute a field widely explored in various areas of the school curriculum such as mathematics (Piñeiro et al, 2019), natural sciences (Laudadío and Mazzitelli, 2019), social sciences (Altamirano and Pagès, 2018) or musical education (Colás and -Portero, 2018). Also, specifically within linguistic education, in areas such as writing and grammar (Camps and Fontich, 2019), discursive genres (Repaskey et al, 2017) or learning foreign languages (Fernández-Álvarez et al, 2022).…”

Section: Teachers' Beliefs About Literary Interventionmentioning

confidence: 99%

The eclectic landscape: examining Spanish secondary school teachers’ beliefs on literary education

Fabregat-Barrios,

Fontich,

González-González-de-Mesa

2023

Front. Educ.

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Literary education aims to promote the teaching of reading from an academic, social, and personal perspective. At present there is a consensus on the central role that the school institution plays, which can be translated into explicit and implicit approaches. The objective of this article is to explore Spanish Secondary school teachers’ beliefs about literary education to determine their proximity to each of these two approaches, as well as the coherence within such beliefs, unpacking the relationships between adherence to principles and declared practices. To obtain the data that supports the study, the Beliefs About Literary Education of Secondary School Teachers (BALESST) scale has been elaborated. 1,544 Secondary Education teachers from the 17 Spanish communities and the autonomous cities of Ceuta and Melilla have responded to the scale. For the analysis of the data, the statistical packages of IBM SPSS Statistics, 24.0 and G* Power 3 have been used. The results suggest that Spanish Secondary school teachers are in an eclectic position in the debate between explicit and implicit literary education, reveal relevant discrepancies between the two factors that make up the scale (adherence to principles and declared practices), and allow identify majority and minority representations and practices among teachers.

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“…Teachers' beliefs constitute a research field widely explored from different perspectives, which connect with different areas of the curriculum: music education [27]; natural sciences and social sciences [28][29][30]; and mathematics [31].…”

Section: Prepared By the Authors On The Basis Of Department Of Educat...mentioning

confidence: 99%

The Keys to Developing Communicative Competence as a School Project: A Qualitative View from Teachers’ Beliefs

Fabregat Barrios,

Jodar Jurado

2023

Education Sciences

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Educational systems have the common objective of coordinating efforts to improve students’ communicative competence and facilitate the development of their oral and written language skills for personal, social, academic, and professional purposes. The work on communicative competence from a school perspective has various antecedents in the international educational context. In Spain, the improvement of students’ linguistic communication competence in all the languages spoken in the schools (mother languages and second languages) has been addressed through different initiatives, among which the SLP (School Language Project) programme, better known in Spanish as Proyecto Lingüístico de Centro (PLC), which has been implemented in the Autonomous Community of Andalusia since the 2013–2014 academic year, stands out. The aim of this paper is to examine the opinions of the teacher coordinators involved in the implementation of SLP in their schools as well as their perceptions about the impact of external factors in the process and, lastly, to highlight the main implications emerging from this global vision for the implementation of interdisciplinary projects to improve LCC (Linguistic Communication Competence) schools. This study is based on the feedback provided by the coordinators of the SLP initiative in Andalusian institutions over five academic years. The findings have been studied utilising a qualitative methodology and assessed using the Atlas Ti 6.0 software, then grouped into five diverse categories. The results indicate that, despite the programme’s strengths, specific improvement measures are necessary in both external and internal aspects related to SLP.

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El acceso del profesorado de Música a la docencia en Educación Secundaria

Cited by 4 publications

References 12 publications

Economic rationale shaping music teacher education: the case of Spain

Economic rationale shaping music teacher education: the case of Spain

The eclectic landscape: examining Spanish secondary school teachers’ beliefs on literary education

The Keys to Developing Communicative Competence as a School Project: A Qualitative View from Teachers’ Beliefs

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