Ideas de los profesores de instrumento de conservatorio sobre las funciones y finalidades de la evaluación

Royo, Aránzazu González; Bautista, Alfredo

doi:10.14516/fde.651

Cited by 2 publications

(2 citation statements)

References 6 publications

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“…The non-conformist attitude that the students of this Master’s demonstrated with their answers to the questionnaire provides a breath of fresh air among a group – namely, Spanish Conservatory graduates – which traditionally (1) leans firmly on positivist assertions, (2) is characterised by not questioning the discriminations which are perpetuated in their system of teaching, and (3) remains detached from methodological trends (González & Bautista, 2020).…”

Section: Discussionmentioning

confidence: 99%

The conservatory debated from a critical pedagogy perspective

López-Peláez

2021

International Journal of Music Education

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Spanish Conservatories of Music are educational institutions where, for the most part, the culture of Modernity is upheld and an aesthetic musical paradigm is enshrined. In this paper, therefore, it was important to reflect, firstly, on the teaching practices they implement and which have remained faithful to Positivist assertions, in the face of the different educational laws that have been passed. To this end, we carried out an analysis of the opinions of 20 students on a university Master’s course which is centred on contemporary artistic practices and where theories sourced from Critical Pedagogy occupy an important space. With the data drawn from these students – all of them Conservatory graduates and a significant number now teachers – we used interpretative phenomenological analysis techniques and the results show this group’s openness towards methodologies and practices hitherto unknown to them. They highlight, moreover, the importance of offering opportunities to awaken a critical approach in students, whereby they can choose what type of teacher they wish to be, and which methodologies they wish to adopt, rather than merely reproducing in an uncritical fashion the teaching style in which they themselves were taught.

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Section: Discussionmentioning

confidence: 99%

The conservatory debated from a critical pedagogy perspective

López-Peláez

2021

International Journal of Music Education

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“…Furthermore, as evidenced by the research carried out, the subject's professional personal values determine the process of self-development [6]. The totality of personal and professional values determines the direction of the process of personality self-development, influencing the dynamics of its development, and is the main mechanism that determines self-development in all periods of personal and professional formation of an individual [7]. Personal and professional values affect the possible ways and means of self-development of an individual, forming goals, and an internal program for the process of its implementation [8].…”

Section: Methodsmentioning

confidence: 98%

Ways of Forming Personal and Social-Labour Functions of a Future Teacher

Tangkish¹,

Kamalov²,

Aripzhan³

et al. 2020

J. Intellect. Disabl. Diagn. Treat.

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Objective: The relevance of research is determined by the fact that it allows identifying the main criteria by which the development of a teacher is ensured both at the level of personal development and at the level of improving labour functions. The authors understand the complex development of personal and social-labour functions of a teacher as self-development in the process of fulfilling professional relations.Background: Each of the participants in the educational process must meet the requirements set by state educational standards. With that, the personal qualities of a teacher should be fully correlated with the necessity of improving labour parameters. Method:The effectiveness of the introduction of pedagogical conditions, which had a significant impact on the professional self-development of teachers, was tested experimentally with the use of anthropocentric and activity-based approaches to studying the problem, as well as with the use of the statistical method.Results: The analysis presented in the paper showed that the indicated pedagogical conditions contribute to the formation of professional motivation, focus on the professional self-development of teachers, a high level of aspirations, awareness of the value of individual professional self-development, the ability to notice shortcomings, develop social skills and communication skills of teachers. Conclusion:It was determined that the socio-psychological climate in an institution, where there is organisational support from the administration and informational support from other specialists, contributes to the development of operationalactivity and reflective and value-based components.

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Ideas de los profesores de instrumento de conservatorio sobre las funciones y finalidades de la evaluación

Cited by 2 publications

References 6 publications

The conservatory debated from a critical pedagogy perspective

The conservatory debated from a critical pedagogy perspective

Ways of Forming Personal and Social-Labour Functions of a Future Teacher

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