La presencia de las TIC en las asignaturas de música de los Grados de Maestro

Calderón-Garrido, Diego; Carrera, Xavier; Gustems-Carnicer, Josep

doi:10.5209/reciem.64882

Cited by 6 publications

(10 citation statements)

References 26 publications

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“…In line with the study conducted by Calderon-Garrido et al (2021) on Spanish curricula, our results indicate that university teaching trainees have limited former experience with technology: this was revealed in their evaluation of the general educational level as well as of the specifically musical context, with the exception of the course in which a specific technological-methodological integration project was applied. Such minimal integration of technology was also patent in the results described by Sarramona (2004), who expressed the view that current technologies will only deliver a maximum educational yield when they come to form an integral, habitual part of the majority of school activities, and when teachers and students resort to them with the same comfort and assurance as they would exhibit when using a textbook or a blackboard.…”

Section: Discussionsupporting

confidence: 87%

Toward a Technological and Methodological Shift in Music Learning in Spain: Students’ Perception of Their Initial Teacher Training

Pastor

López

2022

Sage Open

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Current education requires the integration of digital technology. It is necessary to analyze the impact of the use of this technology on the educational process, and how they can be adequately integrated. This study, carried out over seven academic years in a Spanish University, gathers the perceptions of 91 education students who were training to become schoolteachers: based on their own previous experience as students, and after having participated in a technological-methodological project. By applying qualitative methodology, we conclude that the effective integration of technology in the teaching process requires continual feedback between technology, curricular content, and pedagogy. To achieve this, university-trained schoolteachers need to offer their students a sequenced technological-methodological empowerment process. It is necessary to implement a technological and methodological modification of the teaching-learning process in the first years of university training, with the aim of achieving long-term repercussions on all educational levels.

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Section: Discussionsupporting

confidence: 87%

Toward a Technological and Methodological Shift in Music Learning in Spain: Students’ Perception of Their Initial Teacher Training

Pastor

López

2022

Sage Open

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“…The results found here converge with studies carried out in other geographical regions, such as the Music Teacher Education for the Future project (Futured, 2022), in Norway, and Colleen Conway’s research at the University of Michigan (Conway et al, 2019). These projects share a critical view on the higher education of future music teachers and their adaptation of curricula to current contexts regarding music education in higher education (Calderon-Garrido et al, 2021). As Elliott and Silverman (2019) indicate, the curricula are generally adapted to the professional needs of today’s teachers, although there are some aspects that could be rethought with respect to the new educational and social realities.…”

Section: Discussionmentioning

confidence: 99%

Curriculum and training analysis of the music degrees in Colombia

Quiles

Soler

Júnior

et al. 2023

International Journal of Music Education

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This study aims to carry out a global evaluation of 13 Music Education Bachelor Degrees from Colombia, academic programs focused on the higher training of music teachers in this country, and to establish the training guidelines received by the music education professors who study them. The methodology used is empirical-analytical and descriptive-type and makes use of content analysis techniques that NVivo software provide. In addition, mixed and contextual analyses have been combined regarding specific keywords, such as music, pedagogy, and teachers. The instrument applied was a matrix with content validity completed by an international group of nine evaluators. This matrix showed a structure made up of five categories: General description of the program; Curricular characterization; Curriculum structure; Guiding principles of the curriculum; Curriculum management. The results indicate that there are divergences in the approach of the programs at the training of music educators. It is concluded that the differences between these programmes lie mainly in their formative emphasis, music or pedagogy, in a context in which the instructive approaches of higher education in music education have not yet resolved the divergences and the necessary balance between the pedagogy or artistic training.

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“…The importance of teacher training from a metacompetential course proposal based on cultural and artistic competence: case study at the University of Barcelona of its importance. This lack of standardisation of teaching plans in Spain has also been highlighted in a recent study that analysed the specification of ICT competences in initial teacher training (Calderón-Garrido et al, 2021).…”

Section: Figurementioning

confidence: 92%

The importance of teacher training from a metacompetential course proposal based on cultural and artistic competence

Torres-Carceller

Castell-Villanueva

Portela-Fontán

et al. 2022

REIRE

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INTRODUCTION. In an outstandingly visual and hyperconnected society, cultural and artistic competence training for soon-to-be teachers should be coherent with the social transformations taking place in the environment conditioning them. To implement the training properly, we believe it is necessary to assess whether or not current study programmes for soon-to-be teachers meet this challenge and connect with the professional world they will encounter. METHOD. With the aim of analysing, comparing and reflecting on the way in which cultural and artistic competence is addressed in the teaching plans for double degrees in teaching, an analytical, exploratory and descriptive study was designed; to achieve this, documentary research on teaching plans was carried out, together with focus groups and questionnaires. RESULTS. The results show how the subjects designed to develop this competence are insufficient in the opinion of all members. DISCUSSION. We identified a need to agree on terms to facilitate an understanding of the cultural and artistic competence in the education process, since it is not explicitly included in course proposals, which makes it difficult to raise awareness about its importance.

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La presencia de las TIC en las asignaturas de música de los Grados de Maestro

Cited by 6 publications

References 26 publications

Toward a Technological and Methodological Shift in Music Learning in Spain: Students’ Perception of Their Initial Teacher Training

Toward a Technological and Methodological Shift in Music Learning in Spain: Students’ Perception of Their Initial Teacher Training

Curriculum and training analysis of the music degrees in Colombia

The importance of teacher training from a metacompetential course proposal based on cultural and artistic competence

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