RT info:eu-repo/semantics/article
T1 Evaluating the Inclusion of Vocal Training in Spain’s Teacher Education: A Quantitative Analysis
A1 Prados-Bravo, Saray
A1 González-Rodríguez, Diego
A1 Rodríguez-Esteban, Agustín
K1 Educación musical
K1 Formación de profesorado
K1 Formación vocal
K1 Higiene vocal
K1 teacher training; voice; vocal training; teacher motivation; retention of in-service teachers; vocal hygiene; vocal health
AB The curricula of bachelor’s and master’s degrees in education should provide optimal toolsfor teaching practice. An analysis of these curricula in Spanish universities reveals a lack of vocaltraining. The aim of the present study is to determine whether vocal training in these courses leadsto greater knowledge of vocal patterns and techniques, which could lead to greater satisfaction and alower tendency to abandon the profession. A descriptive–comparative and predictive quantitativestudy was carried out using an ex post facto, non-experimental, cross-sectional design. The sampleconsisted of 519 pre-school, primary, and secondary school teachers from all over Spain. The resultshave confirmed that there is a correlation between having received initial training in vocal hygieneand singing and a tendency to take additional courses in these areas. Furthermore, there is evidencethat women and teachers with vocal disorders of the type studied are more aware of voice care intheir profession. Finally, a lack of correlation was observed between the training received and thedegree of knowledge about vocal health and hygiene. This suggests that both the quantity and qualityof training in this area should be increased.
PB Multidisciplinary Digital Publishing Institute
YR 2024
FD 2024
LK https://uvadoc.uva.es/handle/10324/74338
UL https://uvadoc.uva.es/handle/10324/74338
LA eng
NO Education Sciences, 2024, 14(12), 1358
NO Producción Científica
DS UVaDOC
RD 03-abr-2025