International Journal of Music Education ( IF 1.163 ) Pub Date : 2022-04-28 , DOI: 10.1177/02557614221093709 Javier Olvera-Fernández, Ramón Montes-Rodríguez, Almudena Ocaña-Fernández
This paper presents a Systematic Literature Review (SLR) about pedagogical innovation and disruption in music education. A rigorous SLR process was applied to the selection of papers related to innovative practices in music education at different educational levels and in a range of contexts. Although there are similar studies on innovation in education, there is no SLR on pedagogical innovation and disruption in music education using this method. The purpose of this study is to present an example of how to do an SLR and to share the findings of the review itself. We also provide a snapshot based on a tight SLR process of some instances of innovation in music education that, in some way, are drawing the paths to be followed in future investigations. According to the categories of innovation that we have established to analyze our corpus of papers, disruption is produced by modifying four fundamental factors in the act of learning (purpose and context learning, teacher/student relationship, and learner role). These factors can contribute to developing a more flexible and open curricula incorporating a holistic, collaborative, and interdisciplinary vision of learning. We consider that the value of this study lies in reflecting a systematic methodological process for the analysis of the scientific literature as well as the findings.
中文翻译:
音乐教育中的创新和颠覆性教学法:文献系统回顾
本文介绍了关于音乐教育中的教学创新和颠覆的系统文献综述 (SLR)。严格的 SLR 流程被应用于选择与不同教育水平和一系列背景下的音乐教育创新实践相关的论文。尽管有类似的关于教育创新的研究,但没有关于使用这种方法对音乐教育进行教学创新和破坏的 SLR。本研究的目的是提供一个如何进行 SLR 的示例,并分享审查本身的结果。我们还提供了基于音乐教育中一些创新实例的严格 SLR 过程的快照,在某种程度上,这些实例正在绘制未来调查中要遵循的路径。根据我们为分析论文语料库而建立的创新类别,破坏是通过修改学习行为中的四个基本因素(目的和情境学习、教师/学生关系和学习者角色)产生的。这些因素有助于开发更灵活、更开放的课程,并结合整体、协作和跨学科的学习愿景。我们认为这项研究的价值在于反映了一个系统的方法论过程,用于分析科学文献和研究结果。