Perceptions of Early Childhood Education teachers about their musical training: Case study in the province of Valencia
DOI:
https://doi.org/10.12795/revistafuentes.2022.20414Keywords:
early childhood education, musical processes, teachers' training, qualitative methodologyAbstract
This study aims to show teachers' perceptions about their training and competences in the field of music, as well as their self-confidence to use this tool in Early Childhood Education. From a qualitative approach, the methodology used is based on an exhaustive documentary study and semi-structured interviews carried out with the participating teachers. From the information collected, similar results are obtained from both sources, such as limited teachers’ training, as well as a lack of teachers’ self-confidence in musical skills. In conclusion, it is inferred that the factor perceived by teachers as the main obstacle to musical practice is insufficient and/or inadequate training, both initial and continuous. At the same time, this limited training causes uncertainty and lack of security in teachers when they must implement musical activities into practice.
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Published
2022-05-23
How to Cite
Vega Perona, H., Martínez Bello, V., & Bernabé Villodre, M. del M. (2022). Perceptions of Early Childhood Education teachers about their musical training: Case study in the province of Valencia. Revista Fuentes, 24(2), 196–209. https://doi.org/10.12795/revistafuentes.2022.20414
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Copyright (c) 2022 Herminia Vega Perona, Vladimir Martínez Bello, María del Mar Bernabé Villodre
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Received 2022-02-10
Accepted 2022-04-12
Published 2022-05-23
Accepted 2022-04-12
Published 2022-05-23
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