“Seré maestra de Infantil y no canto bien, pero no importa”. Análisis del autoconcepto y uso de la voz cantada en estudiantes del grado de Educación Infantil


Resumen


Cantar en el aula es importante para el desarrollo de niños y niñas y para que esto suceda el profesorado debe ser competente en dicha actividad. En este estudio transversal, se analiza el uso de la voz cantada, el autoconcepto vocal y emocional con relación al contexto y la salud vocal del futuro profesorado de Educación Infantil (0-6 años) de tres universidades. Para ello, se ha pasado un cuestionario a 240 estudiantes (22-45 años; 200 mujeres; 40 hombres). Los resultados muestran que sólo en torno al 30% del alumnado cree que tiene una voz bonita, les es fácil cantar en el tono escrito y cantan afinado y sin esfuerzo. Aunque en aquellas personas que tienen un contexto familiar donde el cantar está presente no solo el autoconcepto mejora, sino que comprenden que para el profesorado es necesario cantar y hacerlo bien porque, entre otras cosas, serán un modelo vocal para sus estudiantes. El alumnado percibe tener buena salud vocal, no es lo que observan en sus tutoras-mentoras de prácticas, quienes a menudo usan música grabada y presentan alteraciones de la voz. Se concluye que los grados de maestro/a en Educación Infantil no consiguen dar suficientes recursos a sus estudiantes para mejorar su competencia y autoconcepto vocal.


Palabras clave


Autoconcepto; canto; formación inicial; salud vocal.

Texto completo:

PDF PDF (English)

Referencias


Abril, C.R. (2007). I have a voice but I just can’t sing: A narrative investigation of singing and social anxiety. Music Education Research, 9(1), 1-15. https://doi.org/10.1080/14613800601127494

Attorresi, H.F., García Díaz, A.M. y Pralong, H.O. (2009). Identificación de variables ocultas y su vinculación con el reconocimiento de la aleatoriedad. SUMMA Psicológica UST, 6(2), 43-54. https://doi.org/10.18774/448x.2009.6.61

Austin, J.R. (1988). The effect of music contest format on self-concept, motivation, achievement, and attitude of elementary band students. Journal of Research in Music Education, 36(2), 95-107. https://doi.org/10.2307/3345243

Austin, J.R. (1990). The relationship of music self-esteem to degree of participation in school and out-of-school music activities among upper elementary students. Contributions to Music Education, 17, 20-31. https://www.jstor.org/stable/24127467

Bainger, L. (2010). A music collaboration with early childhood teachers. Australian Journal of Music Education, 2, 17-27. https://search.informit.org/doi/10.3316/informit.812733921488527

Behlau, M., Zambon, F., Guerrieri, A.C. y Roy, N. (2012). Epidemiology of voice disorders in teachers and nonteachers in Brazil: prevalence and adverse effects. Journal of Voice, 26(5), 665-e9. https://doi.org/10.1016/j.jvoice.2011.09.010

Bodkin-Allen, S. (2009). Being Musical: Early Childhood Teachers, Music and Identity in Aotearoa/New Zealand. Lambert Academic Publishing.

Chen, S.H., Chiang, S.C., Chung, Y.M., Hsiao, L.C. y Hsiao, T.Y. (2010). Risk factors and effects of voice problems for teachers. Journal of Voice, 24(2), 183-192. https://doi.org/10.1016/j.jvoice.2008.07.008

Clark, A., Clemes, H. y Bean, R. (2000). Cómo desarrollar la autoestima en adolescentes. Debate.

Correa, S., Contreras, J. P., Olivares, D. y Cano, N. (2020). Equivalencia cultural de la versión chilena del Evaluation of Ability to Sing Easily: EASE. Codas, 32(5), 1-6. https://doi.org/10.1590/2317-1782/20192019204

De Alvear, R.M.B., Barón, F.J. y Martínez-Arquero, A.G. (2011). School teachers’ vocal use, risk factors, and voice disorder prevalence: guidelines to detect teachers with current voice problems. Folia Phoniatrica et Logopaedica, 63(4), 209-215. https://doi.org/10.1159/000316310

De Jong, F.I.C.R.S., Kooijman, P.G.C., Thomas, G., Huinck, W.J., Graamans, K. y Schutte, H.K. (2006). Epidemiology of voice problems in Dutch teachers. Folia Phoniatrica et Logopaedica, 58(3), 186-198. https://doi.org/10.1159/000091732

Ehrlin, A., & Tivenius, O. (2018). Music in preschool class: A quantitative study of factors that determine the extent of music in daily work in Swedish preschool classes. International Journal of Music Education, 36(1), 17-33. https://doi.org/10.1177/0255761417689920

Ehrlin, A. y Wallerstedt, C. (2014). Preschool teachers' skills in teaching music: two steps forward one step back. Early Child Development and Care, 184(12), 1800-1811. https://doi.org/10.1080/03004430.2014.884086

Esnaola, I., Goñi, A. y Madariaga, J.M. (2008). El autoconcepto: perspectivas de investigación. Revista de Psicodidáctica/Journal of Psychodidactics, 13(1), 69-96. https://www.redalyc.org/pdf/175/17513105.pdf

García-López, I., Núñez-Batalla, F., Bouzas, J.G. y Górriz-Gil, C. (2010). Validación de la versión en español del índice de incapacidad vocal (S-VHI) para el canto. Acta Otorrinolaringológica Española, 61(4), 247-254. https://doi.org/10.1016/j.otorri.2010.01.012

González, O. (2005). Estructura multidimensional del autoconcepto físico. Revista de Psicodidáctica, 10(1), 121-129. https://www.redalyc.org/pdf/175/17514745011.pdf

Heyning, L. (2011). “I can’t sing!” The concept of teacher confidence in singing and the use within their classroom. International Journal of Education & the Arts, 12(13), 1-28. http://www.ijea.org/v12n13/v12n13.pdf

Lee Nardo, R., Custodero, L.A., Persellin, D.C. y Brink Fox, D. (2006). Looking back, looking forward: a report on early childhood music education in accredited American preschools. Journal of Research in Music Education, 54, 278-292. https://doi.org/10.2307/4139751

Lorenzo, O., Herrera, L., Hernández-Candelas, M. y Badea, M. (2014). Influence of music training on language development: A longitudinal study. Procedia-Social and Behavioral Sciences, 128, 527-530. https://doi.org/10.1016/j.sbspro.2014.03.200

McLendon, G.H. (1982). When the class sang, I played thedrum. Music Educators Journal, 68(6), 36-37. https://eric.ed.gov/?id=EJ258539

Ohlsson, A.C., Drevsäter, A., Brynnel, M. y Johansson, I. (2016). Allergic rhinitis and voice change. Logopedics Phoniatrics Vocology, 41(4), 143-148. https://doi.org/10.3109/14015439.2015.1049288

Oriola-Requena, S., Calderón-Garrido, D. y Gustems-Carnicer, J. (2022). Autopercepción del desarrollo de las competencias musicales del futuro profesorado generalista: un análisis diagnóstico. Revista Electrónica de LEEME, 50, 16-30. https://doi.org/10.7203/LEEME.50.24120

Pascale, L.M. (2005). Dispelling the myth of the non-singer: Embracing two aesthetics for singing. Philosophy of Music Education Review, 13(2), 165-175. https://doi.org/10.1353/pme.2005.0039

Pascale, L.M. (2013). The power of simply singing together in the classroom. The Phenomenon of Singing, 2, 177-183. https://journals.library.mun.ca/index.php/singing/article/view/673

Roy, N., Merrill, R.M., Thibeault, S., Gray, S. y Smith, E. (2004). Voice disorders in teachers and the general population: effects on work performance, attendance, and future career choices. Journal of Speech Lang Hear Research, 47, 542-551. https://doi.org/10.1044/1092-4388(2004/042)

Ruismäki, H. y Tereska, T. (2006). Early Childhood Musical Experiences: Contributing to Pre-Service Elementary Teachers’ Self-Concept in Music and Success in Music Education (during Student Age). European Early Childhood Education Research Journal, 14(1), 113-130. https://doi.org/10.1080/13502930685209841

Schmitt, M.C.J. (1979). Development and validation of a measure of self-esteem of musical ability. Dissertation Abstracts International, 40(10), 5357. https://www.proquest.com/openview/d5f28c2261eb8e44bb2350be2062556f/1?pq-origsite=gscholar&cbl=18750&diss=y

Shavelson, R.J., Hubner, J.J. y Stanton, G.C. (1976). Self-Concept: Validation of construct interpretations. Review of Educational Research, 46(3), 407-441.https://doi.org/10.3102/00346543046003407

Simberg, S., Sala, E. y Rönnemaa, A.M. (2004). A comparison of the prevalence of vocal symptoms among teacher students and other university students. Journal of Voice, 18(3), 363-368. https://doi.org/10.1016/j.jvoice.2003.12.005

Svengalis, J. (1978). Music attitude and the preadolescent male. Dissertation Abstracts International, 39, 4800A (UMI No. 79-02953).

Swain, N. y Bodkin-Allen, S. (2014). Can’t sing? Won’t sing? Aotearoa/New Zealand “tone-deaf” early childhood teachers’ musical beliefs. British Journal of Music Education, 31(3), 245-263. https://doi.org/10.1017/S0265051714000278

Swain, N. y Bodkin-Allen, S. (2017). Developing singing confidence in early childhood teachers using acceptance and commitment therapy and group singing: A randomized trial. Research Studies in Music Education, 39(1), 109-120. https://doi.org/10.1177/1321103X17700141

Van Houtte, E., Claeys, S., Wuyts, F. y Van Lierde, K. (2011). The impact of voice disorders among teachers: vocal complaints, treatment-seeking behavior, knowledge of vocal care, and voice-related absenteeism. Journal of voice, 25(5), 570-575. https://doi.org/10.1016/j.jvoice.2010.04.008

Welch, G. (2001). The importance of singing in child development. Five to Seven, 1(6), 35-37. https://doi.org/10.12968/ftse.201.2.6.16857

Welch, G.F., Himonides, E., Saunders, J., Papageorgi, I. y Sarazin, M. (2014). Singing and social inclusion. Frontiers in Psychology, 5, Article 803, 1-12. https://doi.org/10.3389/fpsyg.2014.00803

Zubeldia, M. (2014). El Cuestionario de Autoconcepto Musical CAMU. UPV-EHU.

Zubeldía, M., Díaz, M. y Goñi, E. (2018). Autoconcepto, atribuciones causales y ansiedad-rasgo del alumnado de conservatorio. Diferencias asociadas a la edad y al género. Psychology, Society, & Education, 10(1), 79-102. https://doi.org/10.25115/psye.v10i1.1048


Enlaces refback

  • No hay ningún enlace refback.


Copyright (c) 2023 Cecília Gassull, Arantza Lorenzo de Reizábal, Arantza Lorenzo de Reizábal, Laura González-Sanvisens, Laura González-Sanvisens