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p-Index From 2021 - 2026
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All Journal International Journal of Evaluation and Research in Education (IJERE)
Alejandro Almonacid-Fierro
Universidad Católica del Maule
Education

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Impact on teaching in times of COVID-19 pandemic: A qualitative study Alejandro Almonacid-Fierro; Rodrigo Vargas-Vitoria; Ricardo Souza De Carvalho; Manuel Almonacid Fierro
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 2: June 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i2.21129

Abstract

This article makes an analysis of the pedagogical teaching practices used and developed by Chilean physical education teachers during the coronavirus disease 19 (COVID-19) pandemic periods. The virus from China spread around the world, changed our daily lives and as such, at the same time impacted the educational system in a matter of weeks. Confinement led educational systems to eliminate face-to-face and use virtual teaching in order to continue with the teaching-learning processes, including the physical education discipline. From the methodological point of view, the study is installed in the interpretive-qualitative perspective, in such a way that 14 semi-structured interviews were carried by physical education teachers from the Maule-Chile region, via team, Zoom, Skype, because of the pandemic, face-to-face contact was impossible. The result of the study shows the impact on the quality of life of teachers and students because of the confinement. The pedagogical reconfiguration that teachers experienced in a matter of days, led them to use different virtual platforms to continue connected with their students, in order to deploy the learning objectives defined by the Chilean Ministry of Education. However, the foregoing shows the scarce possibility of verifying student learning, due to the difficulties of monitoring and feedback.
Teachers’ conceptions of music teaching: A systematic literature review 2010-2020 Karla Valdebenito; Alejandro Almonacid-Fierro
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.22950

Abstract

This article provides an overview of research in music education between 2010 and 2020 and affords a systematic review of literature related to the experiences of teachers in teaching music in the classroom. The literature reports that music teaching depends mostly on the teacher, who must employ teaching-learning strategies according to the initial training received and the different educational contexts of professional practice. The article has the objective of analyzing the teaching practices that teachers deploy in the regular classroom of primary and secondary education. Bibliographic information was collected from the Web of Science, Scopus, and EBSCO databases. The inclusion of studies was based on having the elements of the search strategy and the selection process through inclusion criteria according to the stated objective. There were 21 selected articles. The results indicate that musical interventions by teachers in the classroom depends on some factors: i) Socioeconomic context of the educational institution; ii) Educational policies, initial teacher training; and iii) Insufficient support for this discipline. The conclusion according to the teachers’ perceptions indicate that music teaching depends on the purposes of the educational institution, the professional development of the teacher, and the teacher's preparation in the management of musical content and teaching skills.
Epistemological beliefs and teaching practice: a systematic literature review 2011 to 2021 Mirko Aguilar-Valdés; Alejandro Almonacid-Fierro; Karla Valdebenito; Sergio Sepúlveda-Vallejos
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.26063

Abstract

Teachers’ actions are grounded on their theoretical and disciplinary knowledge; however, their belief system, and in particular their epistemological beliefs, may be influencing their teaching practices. This study analyzes the scientific production between 2011 and 2021 regarding teachers’ epistemological beliefs and their relationship with teaching practice. The methodological design consists of a systematic literature review, following the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines in the Web of Science, Scopus, and ERIC databases. The sample considers 18 articles reviewed by thematic content analysis. The results report that this type of belief has a close relationship with teaching approaches, that there are certain inconsistencies with teaching practice, and that links have been established with other areas of study that enrich reflection. It seems prudent and necessary to observe this relationship from a broad, situated, and complex perspective, avoiding generalizing and polarizing the character of these beliefs, by noting that there are various factors involved between what teachers believe about knowledge and what they do in the classroom.
Teacher self-efficacy in music teaching: an exploratory study in Chile Karla Valdebenito; Alejandro Almonacid-Fierro
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.38389

Abstract

Teaching music in primary education is frequently assigned to generalist teachers despite their limited musical training, which raises important challenges regarding educational quality. This study investigates teacher self-efficacy in music teaching among generalist primary school teachers in Chile, a context that remains underexplored in international research. This study employed a mixed-methods sequential explanatory design. In the quantitative phase, data were collected from 61 generalist teachers using an adapted version of the self-efficacy scale for music teaching. Descriptive statistical analyses were conducted to identify the levels and dimensions of the teachers’ self-efficacy. In the qualitative phase, semi-structured interviews were conducted with eight teachers selected purposively based on high and low self-efficacy scores, and the data were analyzed using content analysis. The results indicate that a high proportion of teachers report low self-efficacy, particularly in instrumental performance and singing, which are closely associated with limited initial training and insufficient institutional support for these subjects. Conversely, teachers with higher self-efficacy demonstrate adaptive strategies, innovation, and active help-seeking behavior. The findings highlight the need to strengthen musical competencies in initial teacher education programmers and enhance institutional support, contributing to improved music teaching practices and informing educational policies in similar contexts.
Co-Authors karla Valdebenito Manuel Almonacid Fierro Mirko Aguilar-Valdés Ricardo Souza De Carvalho Rodrigo Vargas-Vitoria Sergio Sepúlveda-Vallejos