How Spanish music conservatories managed pedagogy during the COVID-19 pandemic?
DOI:
https://doi.org/10.7203/LEEME.46.18110Keywords:
COVID-19, Spanish Music Conservatories, Music Education, Teacher Digital Competence.
Abstract
Spanish music conservatories had to close their buildings with the aim of containing the spread of the COVID-19 pandemic. Teachers at these conservatories took steps to continue teaching remotely using technological resources. The objective of this research is to analyse how teachers at Spanish conservatories adapted the teaching and learning processes during the closure caused by the COVID-19 pandemic and to review the potential to change the future of music education. This study has been carried out through interviews with 36 active teachers of conservatories from all the regions of Spain. The findings show the difficulty of teaching during lockdown, the complexity of virtualizing subjects of instrumental practice (carried out, in part, with teacher resources), and that the digital competence of teachers generates diverse comments. Given the scant evidence that changes made during confinement have caused teachers to desire permanent changes to the traditional aspects of the way they teach, they remain strong advocates of face-to-face teaching.
Author Biographies
Ramon Palau, Universitat Rovira i Virgili
Investigador en el grupo de investigación ARGET
Profesor en el máster de tecnología educativa, en el máster de formación del profesorado y en el doctorado de tecnología educativa
Director del máster de formación del profesorado
Jordi Mogas, Universitat Rovira i Virgili
Doctorando en tecnología educativa.
Profesor en la la Universitat Rovira i Virgili
Profesor/consultor en la Universitat Oberta de Catalunya
María José Ucar, Conservatorios de música de Castilla la Mancha
Superior de trombón y máster en tecnología educativa
Profesora de trombón en conservatorios
Concertista de trombón
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