Abstract
Modern society has plunged us into a maelstrom of telematics information with little control. Teachers from any field must be trained in order to pass on the confidence and values to withstand this media pressure to their students. To this end, one of the areas of knowledge on which greater emphasis should be placed is that related to emotional intelligence. The study reported on here focused on this type of knowledge among professional music studies teachers in conservatories, asking what the perception of this group on the aforementioned area of knowledge is and to what extent it has been received during their initial training. For this investigation we used a quantitative methodological approach, and via descriptive analysis, a non-parametric Wilcoxon signed-rank test, and inferential analysis, we found significant differences regarding the two scales considered: level of agreement and emotional intelligence training received. Furthermore, regarding the descriptive variables, significant differences were also found through the application of the Mann-Whitney U and Kruskal-Wallis test.
Highlights
Any education system should have the main objective of containing a high level of quality in all elements that comprise it
The questionnaire was divided into two fundamental parts: a first section with questions on respondent identification details, and a second part where the items appear grouped according to the different types of knowledge, using a Likert-type scale of four points to analyse their level of agreement (1 = Disagree, 2 = Partially agree, 3 = Agree, 4 = Strongly agree) and another scale for knowing to what extent this has been transmitted during their initial training (1 = To no extent, 2 = To some extent, 3 = To a sufficient extent, 4 = To a great extent)
In the face of this situation, educators in any field need to be prepared. They should be trained to transmit to their learners the confidence and values required to handle this media pressure. For this to take place, one of the areas of knowledge to which greater attention should be paid is that relating to emotional intelligence
Summary
Any education system should have the main objective of containing a high level of quality in all elements that comprise it. One of the main pillars within the educational sphere is, without a doubt, teaching staff (Vélaz de Medrano & Vaillant, 2009). Teacher knowledge for teaching has been studied from various platforms. The knowledge obtained from research, and transmitted via training, has been compared with the other knowledge generated by teachers themselves from their experience (Clandinin & Connelly, 1987; Elbaz, 1983, 1991). There has been research into the knowledge that teachers themselves impart: pedagogical knowledge, didactic knowledge of content, and so on (Hoover, Mosvold, Ball & Lai, 2016; Riveiro-Villodres, Blanco-Encomienda & Latorre-Medina, 2018). There has been analysis of cognitive processes followed by teachers during lesson planning, when they are interacting with their students and when they are assessing their own actions and those of their students (Fennema & Franke, 1992; Ingvarson, Meiers & Beavis, 2005)
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