Music teacher competences oriented toward inclusive education: an analysis of proposals in the initial pre-service teacher training phase

del Barrio, Luis (Universidad de Zaragoza) ; Casanova, Oscar (Universidad de Zaragoza) ; Vernia, Ana M.

Resumen: Initial pre-service teacher training should include insights and learning that are closely related to classroom practice. In this paper, we analyse the expectations voiced by pre-service teachers studying toward a master’s degree in secondary education as well as by in-service teachers. Both groups participated in a 6-month professional development project focusing on the competences they need as music teachers in order to achieve inclusion in the classroom. Results from interviews and focus groups confirm that music teachers require multidimensional and correlated training that combines and integrates didactic, pedagogical, disciplinary, and transversal competences in their professional practice. Multidimensional correlated training and a critical teaching attitude are essential for teachers to be equipped to rationally address music learning needs and problems in the inclusive classroom. Findings of this exploratory study can be used as guidelines for policy makers and curriculum developers.

Idioma: Inglés

DOI: 10.1177/21582440241293599

Año: 2024

Publicado en: SAGE Open 14, 4 (2024), [19 pp.]
ISSN: 2158-2440

Tipo y forma: Artículo (Versión definitiva)

Área (Departamento): Área Didáctica Expres. Musical (Dpto. Expres.Music.Plást.Corp.)