Metas y estrategias para una práctica constructiva en la enseñanza instrumental

Dios

2013

Psychology of Music

Esta es la versión de autor del artículo publicado en: This is an author produced version of a paper published in: knowledge needed for producing the correct sound. Our main aim is to study the conceptions of teaching-learning held by 53 teachers of string instruments at elementary levels, and to test how they are affected by the variable teaching experience (in three groups: a) less than 7 years; b) 7 to 14 years, and c) more than 14 years). We also want to determine whether these conceptions give rise to consistent profiles in three different pedagogical dimensions: teaching, learning and evaluation.We collected data by means of a multiple choice questionnaire, and applied cluster analysis, correlations, ANOVA and post hoc tests. In agreement with prior research, we found three distinct profiles in the answers to the whole questionnaire: direct, interpretative and constructive; although teachers' beliefs were more constructive regarding teaching and evaluation than regarding learning. In contrast to much research on teaching expertise in different domains, younger teachers tended to focus their teaching beliefs to a greater extent on their students, and therefore hold more complex positions regarding teaching and learning music.

Section: Conclusion and Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

The older, the wiser?Profiles of string instrument teachers with different experience according to their conceptions of teaching, learning, and evaluation

Dios

2013

Psychology of Music

“…This casts doubt on the idea that these stated or recognized conceptions have a decisive influence on their practice, and ultimately and more importantly, on students' actual learning. The above-mentioned TALIS study clearly reflects this distance between what teachers say and what they do (OECD, 2009), and this has also been shown in other studies (e.g., Levitt, 2002;Olafson & Schraw, 2006;Torrado & Pozo, 2008;White, 2000;Wilcox-Herzog, 2002).…”

supporting

confidence: 75%

The influence of teachers’ conceptions on their students’ learning: Children's understanding of sheet music

2013

Brit J of Edu Psychol

Esta es la versión de autor del artículo publicado en: This is an author produced version of a paper published in: AbstractDespite increasing interest in teachers' and students' conceptions of learning and teaching, and how they influence their practice, there are few studies testing the influence of teachers' conceptions on their students'learning. This study tests how teaching conception (with a distinction between direct and constructive), influences students' representations regarding sheet music. Sixty students (8-12 years old) from music conservatories were given a musical comprehension task in which they were asked to select and rank the contents they needed to learn. These contents had different levels of processing and complexity: symbolic, analytical and referential. ANOVAs on the selection and ranking of these contents showed that teachers' conceptions seem to mediate significantly in the way the students understand the music, such that the constructive students select more contents and prioritize the more complex contents than the direct students, regardless the age or the level of instruction.2

“…With regard to the above, and following Scheuer et al (2006b), who structured the analyses in their study of children on four key moments of writing (anticipating, writing, revising and rereading), we thought it would be interesting to structure the classes on different pedagogical stages, namely the three essential stages of individual music lessons proposed by Torrado and Pozo (2008) based on the classical models of metacognition (Mateos, 2001): planning (when the student selects and organizes the points to work on, in class or at home), supervision (when points to be improved are worked on during the lesson or after the student has studied at home) and evaluation (usually, when the degree to which the student has learned and achieved the teaching objectives is analyzed, at any point during the class).…”

Section: Factors That Influence Development and Change In Students' Cmentioning

confidence: 99%

Like Teacher, Like Student? Conceptions of Children From Traditional and Constructive Teachers Regarding the Teaching and Learning of String Instruments

Cognition and Instruction

2014

More and more studies are dealing with the association between teachers' and students' conceptions of learning and teaching and their actual practices in the classroom. Nevertheless, few studies have directly researched the influence of teachers' conceptions on those held by their students. Our primary objective was to analyze the influence of music teachers' conceptions on the ideas held by their students regarding learning and teaching. We interviewed 60 children: 30 with teachers who held traditional conceptions of teaching and learning and 30 with teachers who held constructive conceptions. Data were collected using a structured interview after viewing videos in which the actors depicted instrument lessons corresponding to the three conceptions of teaching and learning identified in previous studies -direct, interpretative and constructive. The first analysis (ANOVA) was quantitative and considered the choice of videos. The second analysis was qualitative (lexicometric analysis), based on the explanations for those choices. The results showed that students reflected the conceptions corresponding to their teachers' profiles. The explanations from students in the constructive group were longer and more elaborate, focusing on learning processes and conditions as well as on student autonomy, whereas the traditional group focused on outcomes and responding to the teacher's instructions.Key Words: children's conceptions of learning and instruction; conceptual change; constructivism; music conservatoires; music education; teachers' conceptions of learning and 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 Introduction Some of the most relevant factors in the change in teaching and learning practices are the conceptions held by educational agents regarding what happens in the classroom, what the goals of the activities are, expectations for the achievement of goals and the best ways to tackle tasks. This is even more important for supporting models such as those based on the constructivist approach, which transfer much of the control of learning to the student. As noted by Olson and Bruner (1996, p. 25) with reference to internalization of the learning focus:"What changes as we move from the simplest pedagogies to the most sophisticated, is the development of an increasingly internalist or insider's view of thinking, learning, and knowing. Externalist theories focus on what an adult can do to foster learning -a view that makes up the bulk of traditional educational psychology. Internalist theories, on the other hand, focus on what children can do, or what they think they are doing, and how learning can be premised on those intentional states".Thus, implementing teaching strategies that focus on the students themselves taking on more control of learning requires not only a change in teaching methodology but also that educationa...