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

Abstract

Los planes docentes universitarios representan un compromiso entre la institución y el alumnado, mediante los cuales se establece el qué, cuándo, cómo, por qué y para qué se desarrollarán los diversos contenidos de una asignatura. En este estudio se analiza la presencia de las TIC en todos planes docentes de las asignaturas referidas a la Educación Musical de los Grados de Maestro de Educación Infantil, Maestro de Educación Primaria y Doble Titulación (en sus diferentes modalidades) de todas las universidades españolas (N = 892) y se buscan las diferencias en función de los grados, las pertenencia a la mención de música y la modalidad de impartición de cada asignatura. El análisis de sus competencias, bloques de contenido, actividades, evaluación y fuentes documentales permite afirmar que las TIC están poco presentes en dichos planes, por lo que la formación de los futuros maestros en el contexto actual debería reforzarse en este sentido.

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

“…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.…”

Curriculum and training analysis of the music degrees in Colombia

“…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.…”

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

“…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).…”