Evaluating the Inclusion of Vocal Training in Spain’s Teacher Education: A Quantitative Analysis
The curricula of bachelor’s and master’s degrees in education should provide optimal tools for teaching practice. An analysis of these curricula in Spanish universities reveals a lack of vocal training. The aim of the present study is to determine whether vocal training in these courses leads to gre...
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| Format: | Article |
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MDPI AG
2024-12-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/14/12/1358 |
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| author | Saray Prados-Bravo Diego González-Rodríguez Agustín Rodríguez-Esteban |
| author_facet | Saray Prados-Bravo Diego González-Rodríguez Agustín Rodríguez-Esteban |
| author_sort | Saray Prados-Bravo |
| collection | DOAJ |
| description | The curricula of bachelor’s and master’s degrees in education should provide optimal tools for teaching practice. An analysis of these curricula in Spanish universities reveals a lack of vocal training. The aim of the present study is to determine whether vocal training in these courses leads to greater knowledge of vocal patterns and techniques, which could lead to greater satisfaction and a lower tendency to abandon the profession. A descriptive–comparative and predictive quantitative study was carried out using an ex post facto, non-experimental, cross-sectional design. The sample consisted of 519 pre-school, primary, and secondary school teachers from all over Spain. The results have confirmed that there is a correlation between having received initial training in vocal hygiene and singing and a tendency to take additional courses in these areas. Furthermore, there is evidence that women and teachers with vocal disorders of the type studied are more aware of voice care in their profession. Finally, a lack of correlation was observed between the training received and the degree of knowledge about vocal health and hygiene. This suggests that both the quantity and quality of training in this area should be increased. |
| format | Article |
| id | doaj-art-e40e58ed23be40f19466701db50801bc |
| institution | OA Journals |
| issn | 2227-7102 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-e40e58ed23be40f19466701db50801bc2025-08-20T02:00:41ZengMDPI AGEducation Sciences2227-71022024-12-011412135810.3390/educsci14121358Evaluating the Inclusion of Vocal Training in Spain’s Teacher Education: A Quantitative AnalysisSaray Prados-Bravo0Diego González-Rodríguez1Agustín Rodríguez-Esteban2Department of General, Specific Didactics, and Theory of Education, University of León, 24004 León, SpainDepartment of Psychology, Sociology and Philosophy, University of León, 24004 León, SpainDepartment of Psychology, Sociology and Philosophy, University of León, 24004 León, SpainThe curricula of bachelor’s and master’s degrees in education should provide optimal tools for teaching practice. An analysis of these curricula in Spanish universities reveals a lack of vocal training. The aim of the present study is to determine whether vocal training in these courses leads to greater knowledge of vocal patterns and techniques, which could lead to greater satisfaction and a lower tendency to abandon the profession. A descriptive–comparative and predictive quantitative study was carried out using an ex post facto, non-experimental, cross-sectional design. The sample consisted of 519 pre-school, primary, and secondary school teachers from all over Spain. The results have confirmed that there is a correlation between having received initial training in vocal hygiene and singing and a tendency to take additional courses in these areas. Furthermore, there is evidence that women and teachers with vocal disorders of the type studied are more aware of voice care in their profession. Finally, a lack of correlation was observed between the training received and the degree of knowledge about vocal health and hygiene. This suggests that both the quantity and quality of training in this area should be increased.https://www.mdpi.com/2227-7102/14/12/1358teacher trainingvoicevocal trainingteacher motivationretention of in-service teachersvocal hygiene |
| spellingShingle | Saray Prados-Bravo Diego González-Rodríguez Agustín Rodríguez-Esteban Evaluating the Inclusion of Vocal Training in Spain’s Teacher Education: A Quantitative Analysis Education Sciences teacher training voice vocal training teacher motivation retention of in-service teachers vocal hygiene |
| title | Evaluating the Inclusion of Vocal Training in Spain’s Teacher Education: A Quantitative Analysis |
| title_full | Evaluating the Inclusion of Vocal Training in Spain’s Teacher Education: A Quantitative Analysis |
| title_fullStr | Evaluating the Inclusion of Vocal Training in Spain’s Teacher Education: A Quantitative Analysis |
| title_full_unstemmed | Evaluating the Inclusion of Vocal Training in Spain’s Teacher Education: A Quantitative Analysis |
| title_short | Evaluating the Inclusion of Vocal Training in Spain’s Teacher Education: A Quantitative Analysis |
| title_sort | evaluating the inclusion of vocal training in spain s teacher education a quantitative analysis |
| topic | teacher training voice vocal training teacher motivation retention of in-service teachers vocal hygiene |
| url | https://www.mdpi.com/2227-7102/14/12/1358 |
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