Formazione & insegnamento
ISSN: 2279-7505 | Published: 2020-04-30
This landing page is part of an alternate academic indexing and SEO initiative curated by Pensa MultiMedia and the Executive Editorial Office.
Main Article Landing Page: https://ojs.pensamultimedia.it/index.php/siref/article/view/4156
Full Text HTML (viewer): missing data
Full Text PDF (viewer): https://ojs.pensamultimedia.it/index.php/siref/article/view/4156/3776
Full Text HTML (file): missing data
Full Text PDF (file): https://ojs.pensamultimedia.it/index.php/siref/article/download/4156/3776
Alternate URL (this mirror): https://formazione-insegnamento.eu/2020-18/1-Tome-II/4156-making-music-in-an-inclusive-orchestra-a-formative-expe
Title: Making music in an inclusive orchestra: a formative experience for teachers towards inclusion
Abstract: In the context of inclusive education great attention has been recently paid to teacher education, a pivotal element of inclusive schools. It has been then found that most researches focus on teachers' knowledge of inclusive practices, while fundamental components for the collaborative work in schools, such as attitudes towards inclusion or soft skills, are less subject to experimental interventions. The purpose of this on-going doctoral study is to combine the needs of teacher training towards inclusion with the transformative potential attributed to participatory music practices by performance studies, in order to understand the opportunity of using them to work on secondary all-subjects teachers' attitudes and soft skills. To investigate this subject, the research project is based on quasi-experimental design, with double experimental group and control group. Experimental groups A will take part to a reflective-experiential course, based on the participation in an inclusive orchestra; experimental groups B will join an Index for Inclusion course, while control groups will join only the evaluation phases. The data collection will be held mixing methods, with pre-post quantitative questionnaires; observation of strategies implemented in class, and final in-depth interviews. This research will help clarify the potential interest of training teachers in the context of inclusive orchestra, comparing it with a control group, but also with an already recognized training.
Keywords:
Title: Fare musica in un'orchestra inclusiva: un'esperienza formativa per docenti verso l'inclusione
Abstract: Nel contesto dell'educazione inclusiva, grande attenzione è attualmente rivolta alla formazione dei docenti. È stato inoltre evidenziato come molte ricerche si focalizzino sulla conoscenza di strategie inclusive, mentre componenti come gli atteggiamenti verso l'inclusione o le soft skills siano di rado oggetto di intervento sperimentale. Lo scopo di questa ricerca di dottorato in corso è combinare queste esigenze formative con il potenziale trasformativo attribuito dai performance studies alle pratiche musicali partecipative, per indagare la possibilità di usare queste ultime per lavorare con gli insegnanti della scuola secondaria su atteggiamenti e competenze trasversali. Il progetto si basa su un design quasi-sperimentale, con doppio gruppo sperimentale e gruppo di controllo. I gruppi sperimentali A parteciperanno ad un corso riflessivo-esperienziale basato su un'esperienza di orchestra partecipativa; i gruppi sperimentali B effettueranno un percorso con l'Index for Inclusion, mentre i gruppi di controllo parteciperanno solo alle fasi di valutazione. I dati saranno raccolti con questionari quantitativi, osservando le strategie implementate in classe e con interviste in profondità. Questo progetto aiuterà a chiarire il potenziale formativo in senso inclusivo di una partecipazione attiva ad un contesto orchestrale partecipativo, confrontandolo con un gruppo di controllo, ma anche con un percorso già riconosciuto.
Keywords:
Title: Faire de la musique dans un orchestre inclusif: une expérience de formation pour les enseignants vers l'inclusion
Abstract: Dans le contexte de l'éducation inclusive, une grande attention est actuellement accordée à la formation des enseignants.Il a également été souligné combien de recherches se concentrent sur la connaissance des stratégies inclusives, tandis que des composantes telles que les attitudes envers l'inclusion ou les compétences générales sont rarement soumises à une intervention expérimentale.Le but de cette recherche doctorale en cours est de combiner ces besoins de formation avec le potentiel transformateur attribué par les études de performance aux pratiques musicales participatives, pour étudier la possibilité d'utiliser ce dernier pour travailler avec les enseignants de l'école secondaire sur les attitudes et les compétences transitoires.Le projet est basé sur une conception presque supervisée, avec un double groupe expérimental et un groupe témoin.Les groupes expérimentaux participeront à un cours d'experts réfléchissant basé sur une expérience de l'orchestre participatif;Les groupes expérimentaux prendront un chemin avec l'indice d'inclusion, tandis que les groupes de contrôle ne participeront qu'aux phases d'évaluation.Les données seront collectées avec des questionnaires quantitatifs, observant les stratégies mises en œuvre en classe et avec des entretiens profonds.Ce projet aidera à clarifier le potentiel de formation inclusif d'une participation active à un contexte d'orchestre participatif, en le comparant à un groupe témoin, mais aussi à un chemin déjà reconnu. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Hacer música en una orquesta inclusiva: una experiencia de entrenamiento para los maestros hacia la inclusión
Abstract: En el contexto de la educación inclusiva, actualmente se presta gran atención a la capacitación de los maestros.También se ha destacado cuántas investigaciones se centran en el conocimiento de las estrategias inclusivas, mientras que los componentes como las actitudes hacia la inclusión o las habilidades blandas rara vez están sujetos a una intervención experimental.El propósito de esta investigación doctoral en curso es combinar estas necesidades de capacitación con el potencial transformador atribuido por los estudios de rendimiento a las prácticas musicales participativas, para investigar la posibilidad de usar este último para trabajar con los maestros de la escuela secundaria sobre actitudes y habilidades en tránsito.El proyecto se basa en un diseño casi supervisado, con doble grupo experimental y grupo de control.Los grupos experimentales participarán en un curso de expertos reflexivos basados en una experiencia de orquesta participativa;Los grupos experimentales tomarán un camino con el índice de inclusión, mientras que los grupos de control participarán solo en las fases de evaluación.Los datos se recopilarán con cuestionarios cuantitativos, observando las estrategias implementadas en clase y con entrevistas profundas.Este proyecto ayudará a aclarar el potencial de entrenamiento inclusivo de una participación activa en un contexto orquestal participativo, comparándolo con un grupo de control, pero también con una ruta ya reconocida. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Faça música em uma orquestra inclusiva: uma experiência de treinamento para os professores para a inclusão
Abstract: No contexto da educação inclusiva, atualmente é dada muita atenção ao treinamento dos professores.Também foi destacado quantas pesquisas se concentram no conhecimento de estratégias inclusivas, enquanto componentes como atitudes em relação à inclusão ou habilidades sociais raramente estão sujeitas a intervenção experimental.O objetivo dessa pesquisa de doutorado em andamento é combinar essas necessidades de treinamento com o potencial transformador atribuído pelos estudos de desempenho às práticas musicais participativas, para investigar a possibilidade de usar o último para trabalhar com os professores da escola secundária sobre atitudes e habilidades transito.O projeto é baseado em um design quase supervisionado, com duplo grupo experimental e grupo controle.Os grupos experimentais participarão de um curso reflexivo-expert com base em uma experiência de orquestra participativa;Grupos experimentais seguirão um caminho com o índice de inclusão, enquanto os grupos de controle participarão apenas das fases de avaliação.Os dados serão coletados com questionários quantitativos, observando as estratégias implementadas em sala de aula e com entrevistas profundas.Este projeto ajudará a esclarecer o potencial de treinamento inclusivo de uma participação ativa em um contexto orquestral participativo, comparando -o com um grupo de controle, mas também com um caminho já reconhecido. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211
Benoit, V., & Bless, G. (2014). Erfassung der Einstellungen zur schulischen Integration von Lehrpersonen: Übersetzung und Erprobung der ORI und ATIES Skalen. Zeitschrift für Bildungsforschung, 4(3), 209–226
Bergey, B. P. (2019). Music and peacebuilding: A survey of two Israeli ensembles using music and dialogue to build understanding, empathy, and conflict transformation. James Madison University.
Booth, T., & Ainscow, M. (2014). Nuovo Index per l’inclusione. Roma: Carocci Editore.
Boyce-Tillman, J. (2009). The Transformative Qualities of a liminal space created by musicking. Philosophy of Music Education Review, 17(2), 184–202
Cajola, L. C., & Rizzo, A. (2016). Musica e Inclusione. Teorie e strategie didattiche. Roma: Carocci Editore.
Cecconi, L., Santis, A. De, & Bellini, C. (2019). La misurazione delle competenze trasversali in un progetto di innovazione della didattica universitaria. Italian Journal of Educational Research, XII(22), 113–137
Cinque, M. (2017). Moocs and soft skills: A comparison of different courses on creativity. Journal of E-Learning and Knowledge Society, 13(3), 83–96
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education (8th Editio.). London: Routledge. 559 Francesca Vergani.
Delalande, F. (1993). Le condotte musicali. Comportamenti del fare e ascoltare musica. Bologna: CLUEB.
Feilzer, M. Y. (2010). Doing mixed methods research pragmatically: Implications for the rediscovery of pragmatism as a research paradigm. Journal of Mixed Methods Research, 4(1), 6–16
Ferrari, F., & Santini, G. (2014). Musiche inclusive. Modelli musicali d’insieme per il sostegno alla partecipazione e all’apprendimento nella secondaria di primo grado. Roma: UniversItalia.
Florian, L. (2014). What counts as evidence of inclusive education? European Journal of Special Needs Education, 29(3), 286–294
Forlin, C., Earle, C., Loreman, T., & Sharma, U. (2011). The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (SACIE-R) Scale for Measuring Pre-Service Teachers’ Perceptions about Inclusion. Exceptionality Education International, 2–3, 50–65
Ianes, D., & Cramerotti, S. (Eds.). (2016). Dirigere scuole inclusive. Strumenti e risorse per il dirigente scolastico. Trento: Erickson.
Kefallinou, A., & Agency Staff (Eds.). (2015). Empowering Teachers to Promote Inclusive Education. Literature Review. Brussels.
Kielblock, S. (2018). Inclusive Education for All: Development of an Instrument to Measure the Teachers’ Attitudes. Justus Liebig University Giessen.
Kim, J. H., Reifgerst, A., & Rizzonelli, M. (2019). Musical Social Entrainment. Music & Science, 2, 1–17
Kurniawati, F., Minnaert, A., Mangunsong, F., & Ahmed, W. (2012). Empirical study on primary school teachers’ attitudes towards inclusive education in Jakarta, Indonesia. ProcediaSocial and Behavioral Sciences, 69, 1430–1436
Kyllonen, P. C. (2008). The Research Behind the ETS Personal Potential Index (PPI)
Loughry, M. L., Ohland, M. W., & Woehr, D. J. (2014). Assessing Teamwork Skills for Assurance of Learning Using CATME Team Tools. Journal of Marketing Education, 36(1), 5– 19
Lübke, L., Pinquart, M., & Schwinger, M. (2019). How to measure teachers’ attitudes towards inclusion: evaluation and validation of the Differentiated Attitudes Towards Inclusion Scale (DATIS). European Journal of Special Needs Education, 34(3), 297–311
Lüke, T., & Grosche, M. (2018). Implicitly measuring attitudes towards inclusive education: a new attitude test based on single-target implicit associations. European Journal of Special Needs Education, 33(3), 427–436
La marca, A., & Gulbay, E. (2018). Didattica universitaria e sviluppo delle soft skills. Lecce:
La marca, A., & Longo, L. (2019). Le soft skills del docente. In G. Aleandri (Ed.), Lifelong and lifewide learning and education. Spagna ed Italia a confronto (pp. 113–129). Roma: Roma TrePress.
Moon, J. (2012). Esperienza, riflessione, apprendimento : manuale per una formazione innovativa. (S. Pastore, Tran.). Roma: Carocci.
Rabinowitch, T. C., Cross, I., & Burnard, P. (2013). Long-term Musical Group Interaction has a Positive Influence on Empathy in Children. Psychology of Music, 41(4), 484–498
Ramel, S. (2014). Elèves en situation de handicap ou ayant des besoins éducatifs particuliers: quelles représentations chez de futurs enseignants? Revue suisse de pédagogie spécialisée, 3, 20–26
Repko, A. F., Szostak, R., & Buchberger, M. P. (2017). Introduction to interdisciplinary studies (2nd ed.). Los Angeles: SAGE Publications.
Sbattella, L. (2013). Ti penso dunque suono. Costrutti cognitivi e relazionali del comportamento musicale. Milano: Vita e Pensiero.
Schwab, S. (2018). Attitudes Towards Inclusive Schooling. A study on Students’, TEachers’, and Parents Attitudes. Munchen: Wahmann Verlag.
Sharma, U., & Jacobs, D. K. (2016). Predicting in-service educators’ intentions to teach in inclusive classrooms in India and Australia. Teaching and Teacher Education, 55, 13–23
Sousa, V. D., & Rojjanasrirat, W. (2011). Translation, adaptation and validation of instruments or scales for use in cross cultural health care research: a clear and user-friendly guideline. Journal of Evaluation in Clinical Practice, 17, 268–274. 560 Francesca Vergani.
Turner, V. (1969). Liminality and Communitas. The Ritual Process. Structure and Anti-Structure (pp. 94–130). Chicago: Aldine Publishing.
Urbain, O. (Ed.). (2012). Music and Conflict Transformation. New York: I. B. Tauris.
Villegas, A. M., Ciotoli, F., & Lucas, T. (2017). A Framework for Preparing Teachers for Classrooms That Are Inclusive of All Students. In L. Florian & N. Panti (Eds.), Teacher Education for the Changing Demographics of Schooling. Issues for Research and Practice (pp. 133–148). Cham, Switzerland: Springer. 561