Toward a Technological and Methodological Shift in Music Learning in Spain: Students’ Perception of Their Initial Teacher Training

Author:

Serrano Rosa M.1ORCID,Casanova Oscar1

Affiliation:

1. University of Zaragoza, Zaragoza, Spain

Abstract

Current education requires the integration of digital technology. It is necessary to analyze the impact of the use of this technology on the educational process, and how they can be adequately integrated. This study, carried out over seven academic years in a Spanish University, gathers the perceptions of 91 education students who were training to become schoolteachers: based on their own previous experience as students, and after having participated in a technological-methodological project. By applying qualitative methodology, we conclude that the effective integration of technology in the teaching process requires continual feedback between technology, curricular content, and pedagogy. To achieve this, university-trained schoolteachers need to offer their students a sequenced technological-methodological empowerment process. It is necessary to implement a technological and methodological modification of the teaching-learning process in the first years of university training, with the aim of achieving long-term repercussions on all educational levels.

Publisher

SAGE Publications

Subject

General Social Sciences,General Arts and Humanities

Reference103 articles.

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2. Alonso-Ferreiro A. (2018). Aprendizaje Basado en Proyectos para el desarrollo de la Competencia Digital Docente en la Formación Inicial del Profesorado. Revista Latinoamericana de Tecnología Educativa, 17(1), 9–24. https://doi.org/10.17398/1695-288X.17.1.9

3. Alt D. (2018). Science teachers’ conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms. Teaching and Teacher Education, 73, 141–150. https://doi.org/10.1016/j.tate.2018.03.020

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