This article presents the characterization of the training trajectory of music teachers from a private educational institution in Lima with the International Baccalaureate program, conducted in 2019. Using curriculum vitae formats and semi-structured interviews applied to ten full-time music department teachers, the proposed categories of initial and ongoing training were analyzed. The findings show that the training trajectories range between musical and pedagogical aspects. Initial training was mostly in music, while ongoing training was in pedagogy due to work-related reasons. Based on this information, different types of training trajectories are proposed. In addition, categories emerged about musical training and training in the development of the occupation that reveal ongoing training in non-formal spaces and in the workplace.

This article presents the characterization of the training trajectory of music teachers of a private educational institution in Lima, with an International Baccalaureate carried out in 2019. In it, through resume formats and semi-structured interviews applied by teachers of the music department to full time (ten) the category proposed initial and permanent training was analyzed. The findings show that the training trajectories transit between the musical and the pedagogical, where the initial training was mostly in music and the permanent training in pedagogy due to labor reasons, with this information types of training trajectory are proposed. In addition, categories emerged on musical training and training in the development of the occupation that reveal permanent training in non-formal spaces and in the workplace.

This article presents the characterization of the training trajectory of music teachers from a private educational institution in Lima with the International Baccalaureate program, conducted in 2019. Using curriculum vitae formats and semi-structured interviews applied to ten full-time music department teachers, the proposed categories of initial and ongoing training were analyzed. The findings show that the training trajectories range between musical and pedagogical aspects. Initial training was mostly in music, while ongoing training was in pedagogy due to work-related reasons. Based on this information, different types of training trajectories are proposed. In addition, categories emerged about musical training and training in the development of the occupation that reveal ongoing training in non-formal spaces and in the workplace.

This article presents the characterization of the training trajectory of music teachers of a private educational institution in Lima, with an International Baccalaureate carried out in 2019. In it, through resume formats and semi-structured interviews applied by teachers of the music department to full time (ten) the category proposed initial and permanent training was analyzed. The findings show that the training trajectories transit between the musical and the pedagogical, where the initial training was mostly in music and the permanent training in pedagogy due to labor reasons, with this information types of training trajectory are proposed. In addition, categories emerged on musical training and training in the development of the occupation that reveal permanent training in non-formal spaces and in the workplace.

This article presents the characterization of the training trajectory of music teachers from a private educational institution in Lima with the International Baccalaureate program, conducted in 2019. Using curriculum vitae formats and semi-structured interviews applied to ten full-time music department teachers, the proposed categories of initial and ongoing training were analyzed. The findings show that the training trajectories range between musical and pedagogical aspects. Initial training was mostly in music, while ongoing training was in pedagogy due to work-related reasons. Based on this information, different types of training trajectories are proposed. In addition, categories emerged about musical training and training in the development of the occupation that reveal ongoing training in non-formal spaces and in the workplace.

El presente estudio de caso indagó sobre el problema de investigación ¿cómo los docentes de música de una institución educativa privada del distrito de La Molina de Lima han desarrollado sus trayectorias laboral y formativa? Para ello, formuló un objetivo general que fue analizar las trayectorias laboral y formativa de los docentes, y cuatro objetivos específicos que examinaron o describieron las razones por las que se asumió el rol docente, la movilidad, la experiencia laboral y las características de su formación. Se trató de una investigación empírica, cualitativa, de nivel descriptivo que profundizó en las categorías: razones de la elección, formación (inicial y permanente), movilidad (interna y externa), las experiencias laborales (entendidas como aquellas vivencias en el desarrollo de la labor) e identidad (como construcción a lo largo del trayecto). Para recoger...

El presente estudio de caso indagó sobre el problema de investigación ¿cómo los docentes de música de una institución educativa privada del distrito de La Molina de Lima han desarrollado sus trayectorias laboral y formativa? Para ello, formuló un objetivo general que fue analizar las trayectorias laboral y formativa de los docentes, y cuatro objetivos específicos que examinaron o describieron las razones por las que se asumió el rol docente, la movilidad, la experiencia laboral y las características de su formación. Se trató de una investigación empírica, cualitativa, de nivel descriptivo que profundizó en las categorías: razones de la elección, formación (inicial y permanente), movilidad (interna y externa), las experiencias laborales (entendidas como aquellas vivencias en el desarrollo de la labor) e identidad (como construcción a lo largo del trayecto). Para recoger...