Musical expression in the training of future primary education teachers in Galicia

Abstract

In this article, we present the results of a study about the perceptions of students studying for a degree in primary education about their music-teaching knowledge and their training needs in that area. The study was carried out in three public universities in Galicia (Spain). Using a quantitative methodological approach, a questionnaire was used to collect data from 302 participants. The results indicate some gaps in their practical, theoretical, and teaching knowledge related to musical expression which would have to be addressed through continued training during their professional practice. These gaps could also be considered in the design of teaching plans for teachers’ initial training. Considering that music is part of the primary education curriculum, and most people’s daily lives, careful thought is needed about the elements making up future teachers’ training. The measures which are adopted as a result will determine the use that will be made of music, both academically and as an interdisciplinary teaching resource.

Curriculum and training analysis of the music degrees in Colombia

“…It would allow a better understanding of the purposes and of the educational processes of each Graduation Program. From a global perspective, Rosa-Napal et al (2021) and Anderson (2022) reflect that the initial training of music teachers is the key to facing the challenges of this educational change. In the new legislative framework, it is worth investigating the curricula that govern the musical training of future teachers, assessing their adequacy with respect to the needs that arise in the classroom, and their preparedness to respond to individual, social, cultural, and economic demands in the context of the knowledge society and economy.…”

Analysis of cultural heritage in music didactic materials in Galicia

“…We believe it would be necessary to provide teachers and other agents who participate in the education of children with tools to select the materials to use and the necessary training to build or apply them (Rodríguez Rodríguez & Martínez Bonafé, 2016). The measures taken in this regard will determine the usefulness of music as an interdisciplinary academic and didactic resource (Rosa-Napal et al, 2020).…”

Autopercepción del desarrollo de las competencias musicales del futuro profesorado generalista: un análisis diagnóstico

“…Tal y como señalan otras investigaciones, la formación inicial recibida en la universidad o el interés por la música no son elementos suficientes para conseguir un uso didáctico efectivo de la música por parte de los maestros generalistas (Belletich et al, 2017;Cremades-Andreu y García-Gil, 2017). Por esta razón y con el objetivo de subsanar dicha carencia, incrementar el periodo de formación musical inicial permitiría adquirir un aprendizaje más significativo y, en consecuencia, podría repercutir positivamente en más presencia de la música en las aulas (Hallam et al, 2009;Rosa-Napal et al, 2021;Russell-Bowie, 2009).…”

“…A nivel de investigación y como estado de la cuestión, existen diferentes estudios relacionados con la formación musical específica del futuro profesorado de Música (Blanco y Peñalba, 2020;Carrillo y Vilar, 2014;Fernández-Jiménez y Valdivia, 2020;Hernández-Bravo et al, 2014;Pellegrino, 2011;Russell-Bowie, 2009), estudios comparativos entre la anterior diplomatura de maestro/a especialista y la actual mención de música (Berrón, 2021;Cuenca et al, 2020) e investigaciones relacionadas con la formación musical básica que recibe un/a maestro/a generalista (Belletich et al, 2017;Cremades-Andreu y García-Gil, 2017;Rosa-Napal et al, 2021). En el presente artículo, nos centraremos en contribuir a la mejora de esta última opción, es decir, en conocer un poco más sobre las competencias musicales básicas que se promueven desde la formación inicial del profesorado generalista, es decir, indagar sobre todo tipo de conocimientos, habilidades prácticas, actitudes y otros componentes sociales y de comportamiento relacionados con la música y su uso didáctico.…”