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Abstract
This study is an evaluative analysis of 13 Music Education programs in Colombia that provide training for secondary school music teachers for 6th to 11th grade in the Colombian education system. The study utilized an analysis matrix from the International Research Project ALFA II-0448-A, which developed a similar study with Latin American and European countries, subsidized by the General Direction for Education and Culture of the European Union between 2004 and 2007. The information from each of the 13 programs was first collected from administrative staff of the 13 university institutions, and then catalogued in two main ways: (1) information about the institution and the program—career—(program name, contact dates, academic unit, student numbers, graduate numbers and program start date); and (2) the main description of the program (program history, distribution of subjects and credits, mission, vision, aims, access qualifications, graduate profile, student assessment, the requirements for graduation, and curriculum assessment procedures). This analysis showed that the relative newness of these programs was a key factor, as were the differences between programs in Faculties of Education on the one hand and Arts on the other.
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Author biographies
Ruth Nayibe Cárdenas Soler is Professor of Music Education at Pedagogical and Technological University of Colombia (UPTC). She was careers director at UPTC and evaluator of higher education for the Colombian Ministry of Education. These experiences were the main motivation for her interest in research about the music education curriculum and its evaluation in Colombia. Currently, she is thesis director for master’s students at UPTC and conducts research related to curriculum and students’ perceptions, teacher training in the Education Faculty of UPTC and music as a pedagogical tool for childhood teachers.
Oswaldo Lorenzo Quiles is Professor of Music Education at the University of Granada (Spain). He coordinates the master’s degree in Music Education: A Multidisciplinary Perspective (http://masteres.ugr.es/educacionmusical/) and the doctorate with the same name at the Autonomous University of Chihuahua (Mexico) and Autonomous University of Tamaulipas (Mexico). He has a PhD in Philosophy and Sciences of Education obtained at the National University of Distance Education of Spain (UNED), with Extraordinary Prize of Doctorate. He is the author of several journal articles indexed in SSCI and H&HCI, and papers presented at national and international conferences. In 2005, the Ministry of Education and Science of Spain granted him the Third National Prize for Educational Research. Currently, he is thesis director for doctorate students in Brazil, Colombia, El Salvador, Mexico, Puerto Rico, and Spain.
David J. Hargreaves is Professor of Education and Froebel Research Fellow at Roehampton University, London, and Visiting Professor at the Inter-University Institute of Macau and the University of Gothenburg, Sweden, where he was awarded an honorary doctorate in 2004. He has been Editor of Psychology of Music, Chair of the Research Commission of the International Society for Music Education, and is a Fellow of the British Psychological Society, His books, in psychology, education, and music have been translated into 15 languages. He has appeared on BBC TV and radio as a jazz pianist and composer, and is organist at his local village church, but really ought to do more jazz playing than he currently has time for. His two most recent books are Musical Imaginations (with Dorothy Miell and Raymond MacDonald; Oxford University Press, 2012) and Young Children’s Creative Thinking (with Hiroko Fumoto, Sue Robson and Sue Greenfield; Sage, 2012).
