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p-Index From 2021 - 2026
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This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE)
karla Valdebenito
Universidad Católica del Maule
Education

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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.
Co-Authors Alejandro Almonacid-Fierro Mirko Aguilar-Valdés Sergio Sepúlveda-Vallejos