El autoconcepto de una profesora de música de secundaria y la percepción de los alumnos sobre la efectividad de la enseñanza, en un contexto desfavorecido

Abstract

This paper aims at identifying and recording good music teaching practices that promote social inclusion, and at developing effective teaching strategies that incorporate student perspectives into the pedagogies. A music teacher in Hong Kong was selected for this study, and two different classes of Form 2 (ages 12-13) were observed. The teaching process was videotaped and reviewed. Afterwards the teacher and a group of students were invited to participate in a semi-structured interview to solicit their ideas towards good practice of music teaching. Findings reveal that the good practices observed were attributed to four factors: 1) teacher’s personality, 2) teacher’s pedagogy, 3) teacher’s musical competence, and 4) teacher’s philosophy of teaching.