De la formació inicial dels mestres d'educació musical a la pràctica professional

Content Provider	Semantic Scholar
Author	Monmany, Mercè Vilar I
Copyright Year	2001
Abstract	La LOGSE (1990) va definir nous perfils de mestre per a les diverses etapes de lensenyament obligatori, entre els quals el Mestre de Primaria-Especialista dEducacio Musical. Aquest professional es el responsable dimpartir larea de musica en els centres de Primaria i pot assumir, a mes, la docencia daltres arees del curriculum escolar. La recerca es centra en lavaluacio de la competencia i la preparacio didactiques, en lambit musical, assolides durant el periode de formacio inicial de mestres especialistes graduats a la UAB. Els objectius principals son: 1. Analisi de la posada en practica en el medi escolar de la proposta deducacio musical per a letapa primaria. 2. Valoracio de com els mestres en exercici desenvolupen i concreten la proposta didactica: reformulacio de la formacio inicial. 3. Delimitacio de necessitats de formacio permanent. La metodologia emprada es basa en el paradigma qualitatiu. La recerca es desenvolupa segons els parametres que defineixen una avaluacio de programes i, en consequencia, esta orientada a la seva comprensio i millora. Malgrat que usa fonamentalment tecniques de recollida i danalisi de dades de tipus interpretatiu, es recorre tambe a tecniques quantitatives quan la consecucio dels resultats aixi ho aconsella. Els principals instruments dissenyats per a lestudi de camp son: un questionari, trames a la poblacio diplomada entre el 1994 i el 1997 (4 primeres promocions), lentrevista (realitzada a una mostra de 10 mestres) i lobservacio sistematica de classes tipiques (aplicada a una submostra de 5 mestres). Els resultats obtinguts, contrastats amb un petit grup dels propis subjectes participants, han conduit a les conclusions seguents: Þ Lanalisi de la practica en el medi escolar mostra mestres competents, que aconsegueixen que els seus alumnes simpliquin activament en les activitats musicals proposades. Mes enlla de les diferencies individuals, no es detecten grans transformacions de la proposta treballada en la formacio inicial. Hom es pregunta fins a quin punt hi influeixen les condicions de treball o el fet que es tracti de mestres novells. Þ La reformulacio de la formacio inicial no ha de significar, si mes no a curt termini, un replantejament en profunditat. No obstant, shan de millorar aspectes detectats com a punts febles. Els mes significatius fan referencia a revisar el repertori de cancons i audicions, aixi com els criteris per a la seva elaboracio, preparar mes ampliament per a la docencia a letapa infantil, replantejar la formacio a lentorn del treball creatiu, eixamplar el coneixement daltres metodologies per a lensenyament de la musica i desenvolupar estrategies per millorar latencio de la diversitat a laula i de lavaluacio formativa. Þ Es detecta una alta participacio en activitats de formacio permanent des dels primers anys posteriors a lobtencio de la diplomatura. Cal, pero, dissenyar i organitzar activitats de FP que fomentin lintercanvi dexperiencies i el debat entre especialistes. The LOGSE (1990) defined new profiles for the teachers of the different stages of the compulsory education system, among which is the Primary School Teacher - Specialist in Musical Education. This professional is responsible for teaching the subject of music in the centres of Primary Education and can also assume the teaching of other subjects in the school curriculum. The research focuses on the assessment of the competence and the didactic training achieved in the musical area during the initial training period of the specialised (skilled) teachers already in possession of a degree by the U.A.B. The main objectives are : 1. Analysis of the launching of the proposal for musical education in the primary stage of the schooling environment. 2. Assessment of how the performing teachers develop and concretize the didactic proposal : reformulation of the initial training. 3. Limitation of the need for permanent training. The methodology used is based on the qualitative paradigm. The research takes place according to the parametres that define an assessment of programmes and, consequently, it is orientated towards its understanding and improvement. Although it mainly uses techniques of compiling and processing data of an interpretative type, quantitative techniques are also summoned when the consecution of the results advises the convenience to do so. The main instruments designed for the field study are: a questionnaire, handed to the population having obtained a degree between 1994 and 1997 (the four first promotions), the interview (carried out to a sample of ten teachers), and the systematic observation of typical tuition sessions (applied to a sub-sample of five teachers). The obtained results, contrasted with a small group of the same participants, have led to the following conclusions : Þ The analysis of the practice in the schooling environment shows competent teachers who get their pupils to be actively involved in the suggested musical activities. Beyond individual differences, big transformations on the proposal worked on in the initial training have not been detected. The question remains as to what extent the results might be influenced by work conditions or by the fact that the teachers involved are new. Þ The reformulation of the initial training does not necessarily have to imply, at least in the short run, a new outline in its deepest. However, certain aspects, detected as weak points, must be improved. The most significant of these come to revising the repertoirs, both for songs and auditions, as well as the criteria used for their elaboration; more ample teacher training for the under-five stage, reoutlining the points for training in an environment of creative work; to broaden the knowledge of other methodologies for music teaching and to develop strategies that help improve the attention to diversity in the classroom and the training assessment. Þ A high degree of participation is detected in activities of permanent training since the first years after the obtention of the degree. It is, however, necessary to design and organize activities for inservice training that will encourage the exchange of experiences and the debate among specialists.
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Language	English
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Content Type	Text
Resource Type	Article