Storytelling with music in initial teacher education: a comparative study between Braga (Portugal) and Galicia (Spain)
Autor(a) principal: | |
---|---|
Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://hdl.handle.net/1822/87154 |
Resumo: | Although there is an indeterminacy in terminology, we can understand adding sounds and music to children’s stories as the relationships created between verbal language (words), music language (sounds or silence), and body language (gestures and movements), that intertwine, strengthening the message intended to be communicated and allowing learning to be addressed in a holistic manner. This quantitative study, of a descriptive nature, aims to identify the previous experiences of student teachers in Galicia and the northern region of Portugal, related to putting sounds to children’s stories and the training received in this field during their university studies. The data suggest that creative practices related to storytelling through music or adding sounds to children’s stories and/or creating atmospheres in early childhood and primary education, despite providing great benefits, are neither as usual nor as enriching as would be expected, at least in the Spanish context. In relation to initial teacher education, the results are even less encouraging in both contexts, as the majority of students had received training in creating sound stories but stated that they were not satisfied with their experiences, as they did not believe they were trained or had acquired the necessary tools for the integration of this methodological strategy in the school classroom. |
id |
RCAP_2824acd9b872c2ae2ac52bf10a3846ed |
---|---|
oai_identifier_str |
oai:repositorium.sdum.uminho.pt:1822/87154 |
network_acronym_str |
RCAP |
network_name_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository_id_str |
7160 |
spelling |
Storytelling with music in initial teacher education: a comparative study between Braga (Portugal) and Galicia (Spain)Initial teacher educationInterdisciplinary projectsChildren’s storiesAlthough there is an indeterminacy in terminology, we can understand adding sounds and music to children’s stories as the relationships created between verbal language (words), music language (sounds or silence), and body language (gestures and movements), that intertwine, strengthening the message intended to be communicated and allowing learning to be addressed in a holistic manner. This quantitative study, of a descriptive nature, aims to identify the previous experiences of student teachers in Galicia and the northern region of Portugal, related to putting sounds to children’s stories and the training received in this field during their university studies. The data suggest that creative practices related to storytelling through music or adding sounds to children’s stories and/or creating atmospheres in early childhood and primary education, despite providing great benefits, are neither as usual nor as enriching as would be expected, at least in the Spanish context. In relation to initial teacher education, the results are even less encouraging in both contexts, as the majority of students had received training in creating sound stories but stated that they were not satisfied with their experiences, as they did not believe they were trained or had acquired the necessary tools for the integration of this methodological strategy in the school classroom.This research was funded by the University of A Coruña’s research grants, final decision C.I. 25/03/2022.Multidisciplinary Digital Publishing Institute (MDPI)Universidade do MinhoChao-Fernández, RocíoSilva, Sara Raquel Reis daGillanders, Carol2023-08-062023-08-06T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/1822/87154engChao-Fernández, R.; da Silva, S.R.; Gillanders, C. Storytelling with Music in Initial Teacher Education: A Comparative Study between Braga (Portugal) and Galicia (Spain). Educ. Sci. 2023, 13, 805. https://doi.org/10.3390/educsci130808052227-710210.3390/educsci13080805805https://www.mdpi.com/2227-7102/13/8/805info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-12-02T01:21:02Zoai:repositorium.sdum.uminho.pt:1822/87154Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T21:26:39.614145Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Storytelling with music in initial teacher education: a comparative study between Braga (Portugal) and Galicia (Spain) |
title |
Storytelling with music in initial teacher education: a comparative study between Braga (Portugal) and Galicia (Spain) |
spellingShingle |
Storytelling with music in initial teacher education: a comparative study between Braga (Portugal) and Galicia (Spain) Chao-Fernández, Rocío Initial teacher education Interdisciplinary projects Children’s stories |
title_short |
Storytelling with music in initial teacher education: a comparative study between Braga (Portugal) and Galicia (Spain) |
title_full |
Storytelling with music in initial teacher education: a comparative study between Braga (Portugal) and Galicia (Spain) |
title_fullStr |
Storytelling with music in initial teacher education: a comparative study between Braga (Portugal) and Galicia (Spain) |
title_full_unstemmed |
Storytelling with music in initial teacher education: a comparative study between Braga (Portugal) and Galicia (Spain) |
title_sort |
Storytelling with music in initial teacher education: a comparative study between Braga (Portugal) and Galicia (Spain) |
author |
Chao-Fernández, Rocío |
author_facet |
Chao-Fernández, Rocío Silva, Sara Raquel Reis da Gillanders, Carol |
author_role |
author |
author2 |
Silva, Sara Raquel Reis da Gillanders, Carol |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Chao-Fernández, Rocío Silva, Sara Raquel Reis da Gillanders, Carol |
dc.subject.por.fl_str_mv |
Initial teacher education Interdisciplinary projects Children’s stories |
topic |
Initial teacher education Interdisciplinary projects Children’s stories |
description |
Although there is an indeterminacy in terminology, we can understand adding sounds and music to children’s stories as the relationships created between verbal language (words), music language (sounds or silence), and body language (gestures and movements), that intertwine, strengthening the message intended to be communicated and allowing learning to be addressed in a holistic manner. This quantitative study, of a descriptive nature, aims to identify the previous experiences of student teachers in Galicia and the northern region of Portugal, related to putting sounds to children’s stories and the training received in this field during their university studies. The data suggest that creative practices related to storytelling through music or adding sounds to children’s stories and/or creating atmospheres in early childhood and primary education, despite providing great benefits, are neither as usual nor as enriching as would be expected, at least in the Spanish context. In relation to initial teacher education, the results are even less encouraging in both contexts, as the majority of students had received training in creating sound stories but stated that they were not satisfied with their experiences, as they did not believe they were trained or had acquired the necessary tools for the integration of this methodological strategy in the school classroom. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-08-06 2023-08-06T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://hdl.handle.net/1822/87154 |
url |
https://hdl.handle.net/1822/87154 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Chao-Fernández, R.; da Silva, S.R.; Gillanders, C. Storytelling with Music in Initial Teacher Education: A Comparative Study between Braga (Portugal) and Galicia (Spain). Educ. Sci. 2023, 13, 805. https://doi.org/10.3390/educsci13080805 2227-7102 10.3390/educsci13080805 805 https://www.mdpi.com/2227-7102/13/8/805 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Multidisciplinary Digital Publishing Institute (MDPI) |
publisher.none.fl_str_mv |
Multidisciplinary Digital Publishing Institute (MDPI) |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
|
_version_ |
1799134148882857984 |