Publication: ¿Por qué ya no cantan los maestros?
Authors
Nieto Miguel, Ignacio ; Álvarez García, Francisco J. ; Urchaga Litago, José D. ; Guevara Ingelmo, Raquel M.
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.516371
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info:eu-repo/semantics/article
Description
Abstract
El presente trabajo analiza el uso de la canción como herramienta didáctica en el ámbito de
la Educación Primaria, para ello se realizó un estudio con un total de 128 maestros y
maestras generalistas de Educación Primaria (22,7% mujeres) en activo de la Comunidad de
Castilla y León en España, y sin una formación musical específica. El objetivo fundamental
fue conocer las herramientas musicales que utilizan en sus clases (especialmente la
canción) según los años de experiencia docente. Los resultados principales vislumbran que
la música como herramienta transversal es altamente valorada por los maestros
generalistas en consonancia con otras investigaciones, aunque existen diferencias
relevantes en el uso de la canción según los años de experiencia docente, siendo los
veteranos los que más uso hacen de la misma. Por último, se analizan las causas que han
podido influir en la minoración del uso de la canción como recurso didáctico –
tradicionalmente considerado de gran utilidad y efectividad– y se proponen algunas
medidas para potenciarlo.
The present work analyses the use of the song as a didactic tool in the field of Primary Education, for which a study was carried out with a total of 128 general teachers of Primary Education (22.7% women) active in the Community of Castilla y León (Spain), and without a specific musical training. The fundamental objective was to know the musical tools that they use in their classes (especially the song) according to the years of teaching experience. The main results show that music as a transversal tool is highly valued by generalist teachers in line with other research, although there are relevant differences in the use of the song according to the years of teaching experience, with veterans being the ones who use music the most. same. Finally, the causes that may have influenced the reduction of the use of the song as a didactic resource -traditionally considered of great utility and effectiveness- are analyzed and some suggestions are proposed to enhance it.
The present work analyses the use of the song as a didactic tool in the field of Primary Education, for which a study was carried out with a total of 128 general teachers of Primary Education (22.7% women) active in the Community of Castilla y León (Spain), and without a specific musical training. The fundamental objective was to know the musical tools that they use in their classes (especially the song) according to the years of teaching experience. The main results show that music as a transversal tool is highly valued by generalist teachers in line with other research, although there are relevant differences in the use of the song according to the years of teaching experience, with veterans being the ones who use music the most. same. Finally, the causes that may have influenced the reduction of the use of the song as a didactic resource -traditionally considered of great utility and effectiveness- are analyzed and some suggestions are proposed to enhance it.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, 25(2), 2022
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