É necessário ser bom praticante para ser bom professor? Uma nova perspetiva sobre a educação

Translated title of the contribution: Do you have to be a good practitioner to be a good teacher? A new perspective on education

Edmundo José Ferreira Pires, João Carlos Pascoinho Carvalho Castro, Eliseu Silva, Manuel Au-Yong-Oliveira

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Abstract

Through a survey of 96 teachers involved in music teaching, this exploratory article, fruit of a post-graduate project, fulfils its aim of investigating the importance of being a good practitioner (performer) in order to be a good teacher. Descriptive and inferential statistical tests were carried out, including the Kruskal-Wallis test and the Chi-square test of independence, as well as Monte Carlo simulation in specific situations. Several statistically significant relationships were found, including: 1) I am a committed teacher who endeavours to develop my artistic skills, χ2 KW (2) = 6.665, p = 0.036, teachers with up to 10 years’ seniority agree significantly more with the statement than teachers with more than 15 years’ seniority; 2) I believe that my experience as a performer contributes to developing my students’ skills, χ2 KW (2) = 7.937, p = 0.019, teachers with up to 10 years’ seniority agree significantly more with the statement than teachers with more than 15 years’ seniority. This study shows a consensus among teachers on the need for a specific professional status that recognises and values the dual role of educator and artist.
Translated title of the contributionDo you have to be a good practitioner to be a good teacher? A new perspective on education
Original languagePortuguese
Pages (from-to)404-418
Number of pages15
JournalRISTI - Revista Ibérica de Sistemas e Tecnologias de Informação
Volume2024
Issue numberE71
Publication statusPublished - 2024

Keywords

  • Specialised art education
  • Teacher-performer identity
  • Professional status
  • Practical knowledge and teaching
  • Music

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