Transferencia de la formación docente universitaria al contexto escolar de proyectos musicales: análisis ecológico del aprendizaje Basado en Proyectos y Retos

“Transfer of learning from initial teacher education to school practice through music projects: an ecological analysis of Project-Based and Challenge-Based learning”

Abstract

The transfer of learning from initial teacher education to school practice continues to be a key challenge in educational research. This study examines this process through music projects based on Project-Based Learning, designed by students of the Teacher Training Degree at a Spanish university and implemented in real primary education classrooms. The methodology incorporated ecological validation through collaboration with specialists in music education. The results reveal a systematic perceptual gap: university students overestimated the effectiveness of their designs, showing a 77.2 percentage-point difference in final outcomes (Cramer’s V = .789 for level appropriateness). Both groups converged in their assessments of motivation and innovation, with no significant differences. The study concludes that university–school collaboration and ecological validation are key elements for improving coherence between theory and practice in teacher education. It presents a replicable model and highlights the need to strengthen future teachers’ pedagogical calibration through authentic experiences in real school contexts.