2026-06-05T12:23:59Zhttps://riuma.uma.es/rest/oai/requestoai:riuma.uma.es:10630/326502026-02-03T11:26:00Zcom_10630_2254col_10630_37953
RIUMA. Repositorio Institucional de la Universidad de Málaga
author
Mateos-Moreno, Daniel
author
Bravo Fuentes, Paloma
2024-09-19T09:01:59Z
2024-09-19T09:01:59Z
2023
Mateos-Moreno, D., & Bravo-Fuentes, P. (2023). The ‘professional digital competence’: Exploring the perspective of primary music teachers in Spain. International Journal of Music Education, 0(0). https://doi.org/10.1177/02557614231219705
https://hdl.handle.net/10630/32650
10.1177/02557614231219705
The terms ‘Digital competence’ or ‘Professional digital competence’ are frequently used, yet
their understanding remains varied and elusive. Moreover, existing research in education heavily
focuses on the study of digital competence among students, with comparatively limited attention
given to teachers. In this study, we aim to investigate primary music teachers’ perspectives on
‘professional digital competence’ in Spain. This entails understanding their conceptualizations
on (1) the term itself, (2) the cultivation of related skills and (3) its practical application with
students. Additionally, we seek to compare primary music teachers’ viewpoints with those of
teachers from other subjects. Through a qualitative multi-case study involving purposeful sampling
of 20 participants, the results suggest that our music teachers, regardless of their self-stated
technological skills, possess a limited understanding of the ‘professional digital competence’
and express negative or pessimistic beliefs towards its development and implementation.
Furthermore, they feel compelled to use educational technology despite their reservations. Our
findings similarly indicate that their beliefs are not meaningfully different from those of non-music
teachers in the same context. In discussing the implications, we suggest that these beliefs may lead
to stress and anxiety among participants, necessitating support from educational administrators.
Additionally, we propose that future research should further investigate both why and how our
participants feel/are pressured to use technology, and the particular disadvantages of technology
in music education identified in our analysis of their beliefs.
eng
Attribution-NonCommercial 4.0 Internacional
Investigación activa en educación
Música - Estudio y enseñanza
The ‘professional digital competence’: exploring the perspective of primary music teachers in Spain.
journal article
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