Daniel Mateos-Moreno
Biographic Data
| ID | 3535118 |
|---|---|
| NAME | Daniel Mateos-Moreno |
| GIVEN NAMES | Daniel |
| FAMILY NAME | Mateos-Moreno |
| SIGNATURE | MATEOS-MORENO D |
| AFFILIATIONS | Universidad de Málaga |
| ORCID | 0000-0001-5733-7198 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Self-regulated learning in studio music tuition
Teachers’ beliefs about Self-Regulated Learning (SRL) influence their strategies and effectiveness in fostering their students’ development of SRL. However, the exploration of these beliefs among music teachers remains limited compared to that among their non-music counterparts. Through case study research, we aim to bridge this gap by focusing on the context of one-to-one instrumental Western-classical music studio. After analysing interviews an…
Teaching to practice productively and consciously
Considerable practice is needed for success in playing an instrument. However, music students often lack a clear understanding of how to practice on their own. In the present study, we address this issue using action research because we wanted to improve teaching aimed at developing three viola students’ perceived productivity and self-awareness regarding their purposeful practice. The analysis of a teacher diary, student journals and multiple in…
The iron cage of the music teaching profession
Despite being an unavoidable part of the music teaching profession, bureaucracy remains an under-studied and ill-defined topic in the research literature. However, its investigation may benefit the music teaching profession by re-thinking policy, informing music teacher education programmes and fostering a mutual understanding among music teachers and policymakers. Therefore, in the present study, we aimed to investigate the understandings of Spa…
The ‘professional digital competence’
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 understandi…
Melodies of hope for street children in Cochabamba
This study, the first of its kind in Bolivia, examines the role of community music programmes in fostering social cohesion in the country, focusing on the case of EnseñARTE, a non-profit organization supporting vulnerable youth in Cochabamba. Through a qualitative case study approach, we analyse the perceived utility and challenges of their music programme, based on interviews with project developers and beneficiaries. Findings indicate that the …
Exploring Spanish studio music teachers’ views on topics related to creativity
While creativity is a primary focus in music education, its exploration within the realm of music studio teaching is considerably less extensive compared with other educational contexts. Moreover, the related research is predominantly focused on creativity in developing music skills. In the present study, we explore how Spanish instrumental music teachers ( n = 10) perceive creativity and its development among students in the music studio, in the…
Investigating one-to-one instrumental music lessons in relation to a training programme on Paul Harris’ simultaneous learning
‘Simultaneous Learning’ (SL) is a pedagogical approach aimed at fostering enjoyable and proactive music teaching. Developed by the British educationalist Paul Harris, SL has been taught worldwide for the past two decades but has not yet been investigated by a scholarly publication. We thus focused our research on the first usage of SL in the context of one-to-one instrumental music lessons by training a selected group of teachers who had no prior…
Should Improvisation Be Regularly Included in Music Lessons? A Single-Case Quasi-Experimental Study Exploring the Differences in the Electrical Activity of the Brain between Musical Improvisation and …
Thanks to advances in portable electroencephalography technology (PEEGT), investigating the states of the mind is a relatively new area of research with a promising future in music education. Our aim, drawing upon PEEGT, was to contribute to the study of the differences in brain activity between piano music improvisation and sight-reading. We used the EMOTIV Insight helmet to register brain activity in repeated instances of one purposefully selec…
The subject ‘music’ from inside versus outside the music teaching profession
Music as a subject in compulsory education is thought to have both a low reputation and a globally declining relevance. However, research findings have been contradictory in exploring the beliefs of teachers on the subject and have mainly targeted the Anglo-Saxon context. With the present study, we aim to shed light on how teachers understand this subject by adopting an approach that is novel to the extant research. By means of a comparative mult…
Why (not) be a music teacher? Exploring pre-service music teachers’ sources of concern regarding their future profession
There is a global shortage of music teachers, and this deficit is continually growing. While there is a considerable body of research on the sources of concern, attrition, stress and burnout for practising teachers, studies investigating the perspective of pre-service music teachers instead are comparatively rarer. This gap in the literature is problematic, considering its relevance to the development of teacher education programmes and the preve…
Cómo se refleja la legislación educativa en los libros de texto? Un estudio de metodología mixta en relación a los contenidos mínimos de educación musical en el segundo ciclo (3-6 años) de educación i…
Si bien existen multitud de trabajos dedicados al estudio de la legislación educativa o de los libros de texto, son escasos los que se dedican a su investigación de forma conjunta. En el presente estudio, se ha investigado de qué manera la legislación estatal española que regula los contenidos mínimos preceptivos en Educación Infantil en la etapa de 3 a 6 años se refleja en los libros de texto, con respecto a los contenidos relativos al desarroll…
What music teacher will I be? A case study on the teaching philosophies of last-year pre-service Swedish music teachers
Written teaching philosophies are a common part of applications for music teaching positions. However, their contents are not commonly addressed in the music-education research literature. At the present study, I aim to explore the beliefs in practicing the profession as expressed in those statements and based on the case of last-year pre-service music teachers at a Swedish university. The results showed four different areas of concern: methodolo…
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Why (not) be a music teacher? Exploring pre-service music teachers’ sources of concern regarding their future profession
There is a global shortage of music teachers, and this deficit is continually growing. While there is a considerable body of research on the sources of concern, attrition, stress and burnout for practising teachers, studies investigating the perspective of pre-service music teachers instead are comparatively rarer. This gap in the literature is problematic, considering its relevance to the development of teacher education programmes and the preve…
Cómo se refleja la legislación educativa en los libros de texto? Un estudio de metodología mixta en relación a los contenidos mínimos de educación musical en el segundo ciclo (3-6 años) de educación i…
Si bien existen multitud de trabajos dedicados al estudio de la legislación educativa o de los libros de texto, son escasos los que se dedican a su investigación de forma conjunta. En el presente estudio, se ha investigado de qué manera la legislación estatal española que regula los contenidos mínimos preceptivos en Educación Infantil en la etapa de 3 a 6 años se refleja en los libros de texto, con respecto a los contenidos relativos al desarroll…
What music teacher will I be? A case study on the teaching philosophies of last-year pre-service Swedish music teachers
Written teaching philosophies are a common part of applications for music teaching positions. However, their contents are not commonly addressed in the music-education research literature. At the present study, I aim to explore the beliefs in practicing the profession as expressed in those statements and based on the case of last-year pre-service music teachers at a Swedish university. The results showed four different areas of concern: methodolo…
Should Improvisation Be Regularly Included in Music Lessons? A Single-Case Quasi-Experimental Study Exploring the Differences in the Electrical Activity of the Brain between Musical Improvisation and …
Thanks to advances in portable electroencephalography technology (PEEGT), investigating the states of the mind is a relatively new area of research with a promising future in music education. Our aim, drawing upon PEEGT, was to contribute to the study of the differences in brain activity between piano music improvisation and sight-reading. We used the EMOTIV Insight helmet to register brain activity in repeated instances of one purposefully selec…
The subject ‘music’ from inside versus outside the music teaching profession
Music as a subject in compulsory education is thought to have both a low reputation and a globally declining relevance. However, research findings have been contradictory in exploring the beliefs of teachers on the subject and have mainly targeted the Anglo-Saxon context. With the present study, we aim to shed light on how teachers understand this subject by adopting an approach that is novel to the extant research. By means of a comparative mult…
Exploring Spanish studio music teachers’ views on topics related to creativity
While creativity is a primary focus in music education, its exploration within the realm of music studio teaching is considerably less extensive compared with other educational contexts. Moreover, the related research is predominantly focused on creativity in developing music skills. In the present study, we explore how Spanish instrumental music teachers ( n = 10) perceive creativity and its development among students in the music studio, in the…
Investigating one-to-one instrumental music lessons in relation to a training programme on Paul Harris’ simultaneous learning
‘Simultaneous Learning’ (SL) is a pedagogical approach aimed at fostering enjoyable and proactive music teaching. Developed by the British educationalist Paul Harris, SL has been taught worldwide for the past two decades but has not yet been investigated by a scholarly publication. We thus focused our research on the first usage of SL in the context of one-to-one instrumental music lessons by training a selected group of teachers who had no prior…
Self-regulated learning in studio music tuition
Teachers’ beliefs about Self-Regulated Learning (SRL) influence their strategies and effectiveness in fostering their students’ development of SRL. However, the exploration of these beliefs among music teachers remains limited compared to that among their non-music counterparts. Through case study research, we aim to bridge this gap by focusing on the context of one-to-one instrumental Western-classical music studio. After analysing interviews an…
Teaching to practice productively and consciously
Considerable practice is needed for success in playing an instrument. However, music students often lack a clear understanding of how to practice on their own. In the present study, we address this issue using action research because we wanted to improve teaching aimed at developing three viola students’ perceived productivity and self-awareness regarding their purposeful practice. The analysis of a teacher diary, student journals and multiple in…
The iron cage of the music teaching profession
Despite being an unavoidable part of the music teaching profession, bureaucracy remains an under-studied and ill-defined topic in the research literature. However, its investigation may benefit the music teaching profession by re-thinking policy, informing music teacher education programmes and fostering a mutual understanding among music teachers and policymakers. Therefore, in the present study, we aimed to investigate the understandings of Spa…
The ‘professional digital competence’
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 understandi…
Melodies of hope for street children in Cochabamba
This study, the first of its kind in Bolivia, examines the role of community music programmes in fostering social cohesion in the country, focusing on the case of EnseñARTE, a non-profit organization supporting vulnerable youth in Cochabamba. Through a qualitative case study approach, we analyse the perceived utility and challenges of their music programme, based on interviews with project developers and beneficiaries. Findings indicate that the …
Diverse Music Education Insights (11 works) · Music education (11 works) · Pedagogy (10 works) · Psychology (10 works) · Sociology (8 works) · Neuroscience and Music Perception (6 works) · Visual arts (6 works) · Art (5 works) · Mathematics education (5 works) · Musical (5 works)