Opinions of University Music Teachers on the Musical Competencies Necessary for Primary Education Teachers

Abstract

This paper describes the research conducted in the Republic of Croatia during the 2012/13 academic year. We have gathered opinions from experts, i.e. teaching methods teachers from seven faculties of teacher education, regarding the music teaching competencies necessary for primary education teachers teaching music in the first several grades of elementary school. We used the Delphi method in our research, i.e. in our sample survey among teaching methods teachers. The teachers also evaluated the competencies of their students and some elements of teacher education studies course syllabi and programmes. The sample survey among the teachers was implemented via email. The goal of the research was to determine if the programmes of the music courses at the teacher education studies are appropriate for the development of the competencies necessary for students of music education. Teaching methods teachers emphasized the need for more practical training, primarily regarding playing instruments and singing, and they pointed out that the course Teaching Methods in Music is the most important course for the training of future music teachers. Aside from that, they believe that more classes should be devoted to music courses, i.e. they propose to reorganise the contents of the courses by increasing the amount of practical classes and reducing the amount of theory classes. They also believe that it is necessary to introduce testing of musical ability at entrance exams for admission into the teacher education studies.

RETRACTED: The method of emotional education in music teaching

“…Through the cultivation of people's aesthetic ability, it realizes the cultivation of people's mind and personality. 3 The aesthetic education of music education is the summary of people's experience in teaching practice and the result of scientific understanding of the nature of music education. The nature of aesthetic education in music education is determined by the characteristics of music education itself, which has the characteristics of emotion, image, pleasure and subjectivity.…”

Las competencias del profesorado de música en la formación inicial desde la perspectiva de estudiantes de Máster Universitario en Formación de Profesorado

“…La revisión de trabajos que estudian las competencias del profesorado de música permite reconocer criterios diferenciados en su clasificación. Algunos estudios se centran en las competencias musicales del profesorado para la enseñanza de la música (Eros, 2013; Koca, 2017; Rohwer y Henry, 2004), mientras otros incorporan a las específicas, otras competencias genéricas asociadas a la intervención docente relacionadas con competencias transversales, musicales y didácticas con el fin de favorecer la atención y motivación para el desarrollo del aprendizaje (Begić y otros, 2017; Carbajo, 2009; Carrillo y Vilar, 2014). En esta línea, diversos estudios se enfocan en que el profesorado debe procurar la educación del conjunto del alumnado admitiendo una respuesta diversificada, lo que implica una ampliación de competencias docentes musicales y artísticas, didácticas y pedagógicas, organizativas y relacionales como recoge el estudio del Centre de Formation des Musiciens Intervenants (2005) y el proyecto europeo meNet Learning Outcomes in Music Teacher Training (Music Education Network, 2009) que diferencia entre competencias musicales, didácticas, pedagógicas y genéricas.…”

“…En respuesta a la primera cuestión de investigación sobre cuáles son las competencias que precisa el profesorado de música en Educación Secundaria, la formación pedagógica requiere una aplicación práctica para la comprensión (Abramauskienė, 2018), una preparación disciplinar, transversal y humana fundamentada en el trabajo de competencias musicales, didácticas, pedagógicas y personales (Begić y otros, 2017; Biasutti y Concina, 2017; Carbajo, 2009; Carrillo y Vilar, 2014).…”

Teacher Self-efficacy in Music Teaching: Systematic Literature Review 2011-2021

“…Finally, the research findings of Bond (2017) indicate a shortage of access to relevant professional development in music education. Some primary education teachers feel incapable of playing an instrument, vocal education, rhythm, melody, and fundamental musical knowledge (Saetre, 2018;Sulentic Begic et al, 2017). Several studies state that such teachers need to have the skills, knowledge, and confidence to teach music effectively (Angelo et al, 2021;Joseph, 2021;Powel & La Rocca, 2021).…”