Action research as a resource for innovation and educational improvement in music conservatories: an experience in elementary music teaching in Spain

Teaching in music conservatories is often based on methodologies rooted in traditional teaching methods. Although the music education curriculum sometimes includes modules aimed at developing knowledge and pedagogical skills in the students, these seldom have a significant presence within the curriculum. As a result, the teacher trained in conservatories does not often deeply develop the knowledge and psychopedagogical skills required for educational practice. To address this issue, this paper aims to introduce conservatoire teachers to action research as a resource for improving their own educational practice. In fulfilling this objective, first, the authors define the concept and highlight the importance of action research, and second, introduce an example of action research project carried out in the music classroom in conservatories. This example explores the relationship between emotional skills, self-regulated learning strategies, perceived competence and its influence on musical performance. Finally, the implications for the continuous training of teachers are discussed and a set of proposals are formulated to be applied in this training context.