ABSTRACT

COVID-19 caused an essential confinament in order to limit its expansion. Globally, this led to a reconsideration of education processes. The study’s purpose is to analyse how compulsory education music teachers in Spain adapted. To gather the data, 335 teachers were surveyed. The participants preferred to continue teaching in most cases. However, this situation forced them into an adaptation in which preference was given to contemplative activities. These adaptations were marked by a lack of methodological and material resources. A common complaint was the lack of specific instructions from government bodies. In addition, a difference was observed between public, private and semi-private schools. Interestingly, the teachers considered that the situation had enabled them to have more contact with students, even though the learning was asynchronous.

摘要

为了限制其扩展，COVID-19造成了严重的后果。在全球范围内，这导致了对教育过程的重新考虑。这项研究的目的是分析西班牙义务教育音乐教师是如何适应的。为了收集数据，对335名教师进行了调查。参与者希望在大多数情况下继续教学。但是，这种情况迫使他们进行改编，其中偏爱沉思活动。这些改编的特点是缺乏方法和物质资源。一个普遍的抱怨是缺乏政府机构的具体指示。此外，公立，私立和半私立学校之间也存在差异。有趣的是，老师们认为，尽管学习是异步的，但这种情况使他们与学生有了更多的联系。