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Learning Corners In University Music Education: A Proposal For Implementation And Assessment

Author

Listed:
  • José Salvador Blasco Magraner

    (Department of Didactics of Musical, Plastic and Body Expression, University of Valencia, Spain)

  • Gloria Bernabé Valero

    (Departament of Developmental and Ecucational Psychology, Universidad Católica de Valencia, Spain)

  • Carmen Moret-Tatay

    (Departament of Neuropsychology, Methodology, Basic and Social Psychology, Universidad Católica de Valencia, Spain)

Abstract

For teacher training, it is necessary to use innovative methodologies that allow students to experiment with them, as well as to obtain tools for their future work as teachers. This is true in the case of the methodology called “Learning corners†, which we implemented and assessed in this research. A learning corners strategy was designed for 54 students studying for a Master’s degree in Primary Education, within the music didactics module. The methodology included individual and collaborative activities in work teams. The results of the assessment revealed that this methodology promotes autonomy, motivation and learning, resulting in a useful resource for future teachers.

Suggested Citation

  • José Salvador Blasco Magraner & Gloria Bernabé Valero & Carmen Moret-Tatay, 2019. "Learning Corners In University Music Education: A Proposal For Implementation And Assessment," Noble International Journal of Social Sciences Research, Noble Academic Publsiher, vol. 4(10), pages 138-144, October.
    • Handle: RePEc:nap:nijssr:2019:p:138-144
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