Person:
García Gil, Desiree

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First Name
Desiree
Last Name
García Gil
URI
https://hdl.handle.net/20.500.14352/76888
Affiliation
Universidad Complutense de Madrid
Faculty / Institute
Educación-Centro Formación Profesor
Department
Didáctica de Lenguas, Artes y Educación Física
Area
Didáctica de la Expresión Musical
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2020 - 20212
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Author: Zarza Alzugaray, Francisco Javier × Subject: 371.13 ×

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Now showing 1 - 2 of 2
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    Musical skills in the Spanish grado university degree in early childhood education: how do Spanish university students view their preparation?
    (Music Education Research, 2020) García Gil, Desiree; Casanova, Óscar; Zarza Alzugaray, Francisco Javier
    In Spain, teacher education is regulated on a national level in conjunction with the guidelines that organise general educational levels. Each regional teaching administration nevertheless has a considerable margin to modify those guidelines: universities have a significant influence on how their syllabus is specified. Taking into account the regulation of Early Childhood Education as a career in Madrid universities, we studied how a group of trainees perceived the musical skills they were taught while studying toward a Grado degree in that specialty. We submitted a questionnaire regarding the self-perception of musical skills at the university level of training. The results show significant differences associated with the educational and socio-demographic variables we examined. Although, further study and reflection are required in this field, the implications are already notable and show how future teachers in Early Childhood Education could be better trained.
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    A scale to measure educators’ musical skills in early childhood education
    (Studies in Educational Evaluation, 2021) Zarza Alzugaray, Francisco Javier; García Gil, Desiree; Casanova, Oscar; Orejudo, Santos
    Evaluating skills of students training to become teachers in early childhood education (ECE) is a key measure to improve their training and, subsequently, to bring about improvements in the way they train their pupils. No research literature specifically describing a scale designed to measure educators’ musical skills at the ECE level has been previously published. In view of this lack, we carried out the customary procedures for designing and validating a psychological measurement scale: on the basis of a sample of university students (n = 209), we created a valid, reliable tool that allows researchers to evaluate and quantify how teacher trainees perceive their own musical skills. By applying EFA, Parallel Analysis, and CFA, we observed the emergence of four differentiated categories distributed along 25 items in the questionnaire’s final version. To improve and refine this tool, further research and study replication in a series of different educational contexts would be required.