Desarrollo de competencias docentes en maestras/os en formación: integrando habilidades instrumentales, interpersonales y tecnológicas en el contexto musical

José María Esteve-Faubel; Verónica Chust-Pérez; Rosa Pilar Esteve-Faubel

doi:10.31637/epsir-2025-331

Authors

José María Esteve-Faubel University of Alicante https://orcid.org/0000-0001-9769-1351
Verónica Chust-Pérez University of Alicante https://orcid.org/0000-0002-0083-9354
Rosa Pilar Esteve-Faubel University of Alicante https://orcid.org/0000-0001-7221-8859

DOI:

https://doi.org/10.31637/epsir-2025-331

Keywords:

pre-service teachers, music education, Flipgrid, focus groups, hard skills, soft skills, qualitative research, TIC

Abstract

Introduction: It is essential for students to acquire both a robust instrumental education (hard skills) and interpersonal abilities, which are crucial for their professional and personal success. Methodology: The research is based on a qualitative, exploratory, and descriptive approach, utilizing semi-structured interviews and focus groups for data collection. Results: The findings reveal that although students were familiar with ICT prior to the educational intervention, they lacked practical experience. Narratives from the focus groups indicate that ICT motivates student participation in tasks and fosters the development of interpersonal skills. Discussions: It is evident that the incorporation of Flipgrid transformed classroom dynamics, positively impacting the development of both instrumental and interpersonal skills. Conclusions: The research concludes that the study of digital platforms and both instrumental and interpersonal skills is an ever-evolving field. Continued investigation is necessary to enhance the preparation of future educators, as ICT will be an integral part of their professional practice.

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Author Biographies

José María Esteve-Faubel, University of Alicante

Professor of the Department of General and Specific Didactics of the Faculty of Education (University of Alicante), where he teaches primary music courses, both specialized and general. He holds a diploma in Primary Education, a degree in Philosophy and Educational Sciences, a degree in Music Teaching and a PhD and extraordinary award in History. He teaches in the Educational Research program, in the Master of Secondary and Baccalaureate and in the degree of teacher of Early Childhood and Primary Education (Music). His main lines of research are developed in the fields of Music and Education, ICT, Pedagogy and Musicology.

Verónica Chust-Pérez, University of Alicante

Associate Professor of the Department of General and Specific Didactics of the Faculty of Education (University of Alicante), where she teaches both specialized and general primary courses. She has a degree in English Philology and a postgraduate degree in Didactics of Spanish as a Foreign Language. Her main lines of research are developed in Languages, Education, ICT and Pedagogy.

Rosa Pilar Esteve-Faubel, University of Alicante

Professor of the Department of General and Specific Didactics of the Faculty of Education (University of Alicante), where she teaches primary music courses, both specialized and general. She has a degree in Primary Education (Music; English), a degree in Spanish Philology, a degree in Valencian Philology, a Master's degree in Therapeutic Pedagogy, a PhD and an extraordinary award in Musicology. Her main lines of research are developed in the fields of Music and Education, ICT, Pedagogy and Musicology.

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