Adelman, C. & Kemp, A.E. (1992) ‘Case Study and Action Research’, in A.E. Kemp (ed.) Some Approaches to Research in Music Education (pp. 111–137). Reading: ISME Research Commission.
Álvarez, T., Bertran, C., Caballero, A., Cebrián, A., Gómez, L., Luque, P., Mas, N., Meraga, N., Nieto, Y., Perich M., Solé, A., Mar Terradellas, A., Tintó, S., Trius, I., Vicario, C., Villacampa, E., Vicens, M., Whitehouse, A. & Zafra, J. (2016). La música vista a través de futuros docentes: ¿la formación musical sirve a los maestros generalistas de Primaria?. Educación y Pedagogía, 14, 52-54.
Aróstegui, J. L. (2006). La formación del profesorado en educación musical ante la Convergencia Europea en Enseñanzas Universitarias. Revista de Educación, 341, 829-844. Recuperado de http://www.revistaeducacion.mec.es/re341/re341_34.pdf
Beauchamp, G. (2010). Musical elements and subject knowledge in primary school student teachers: lessons from a five-year longitudinal study. British Journal of Music Education, 27, 305-318. doi:10.1017/S0265051710000252
Bresler, L. (1996). Traditions and change across the arts: case studies of arts education. International Journal of Music Education, 27, 24-35. Recuperado de http://ijm.sagepub.com/content/os-27/1/24.short
Cabedo, A. & Díaz, M. (2015). Arte y música en la educación obligatoria, algo más que un detalle curricular de buen tono. Multidisciplinary Journal of Educational Research, 5(3), 268-295. doi:10.17583/remie.2015.1555
Cuadrado, A. & Rusinek, G. (2016). Singing and vocal instruction in primary schools: an analysis from six case studies in Spain. British Journal of Music Education, 33, 101-115. doi:10.1017/S0265051715000273
Denzin, N. & Lincoln, Y. (1995). Transforming qualitative research methods: is it a revolution? Journal of contemporary Ethnography, 24, 349-358.
De Vries, P. (2013). Generalist teachers' self-efficacy in primary school music teaching. Music Education Research, 15(4), 375-391. doi:10.1080/14613808.2013.829427
Dogani, K. (2008). Using reflection as a tool for training generalist teachers to teach music. Music Education Research, 10(1), 125-139. doi:10.1080/14613800701871595
Elliot, D. (1995). Music Matters: A new philosophy of music education. New York: University Press.
Flick, U. (2015). Qualitative Data Analysis 2.0: Developments, Trends, Challenges. Qualitative Inquiry and the Politics of Research. EUA: Left Coast Press, Inc.
(2009). An introduction to qualitative research. Great Britain: SAGE. Fourth edition.
Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269-289. doi: 10.1177/0255761410370658
Hatton, N. & D. Smith. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11, 33-49. doi:10.1016/0742-051X(94)00012-U
Hennessy, S. (2000). Overcoming the red-feeling: The development of confidence to teach music in primary school amongst student teachers. British Journal of Music Education, 17(2), 183-96. Recuperado de https://www.researchgate.net/publication/228589131_Overcoming_the_red-feeling_the_development_of_confidence_to_teach_music_in_primary_school_amongst_student_teachers
Holden, H. & Button, S. (2006). The teaching of music in the primary school by the non-music specialist. British Journal of Music Education, 23(1), 23-38. Recuperado de http://dro.dur.ac.uk/1974/1/1974.pdf?DDD29+ded4ss
Imbernón, F. (2007). La formación y el desarrollo profesional del profesorado. Hacia una nueva cultura profesional. Barcelona: Graó.
Jeanneret, N. (1997). Model for developing pre-service primary teachers’ confidence to teach music. Bulletin of the Council for Research in Music Education, 133, 37-44. Recuperado de http://www.jstor.org/stable/40318837
Jurado, J. (1993). La canción en la educación musical Primaria. Música y Educación, 14, 27-23.
Mills, J. (1989). The generalist primary teacher of music: A problem of confidence. British Journal of Music Education, 6(2), 125-138. doi:10.1017/S0265051700007002
(1996). Primary student teachers as musicians. Bulletin of the Council for Research in Music Education, 127, 122-126. Recuperado de http://www.jstor.org/stable/40318775.
Perrenoud, P. (2004). Desarrollar la práctica reflexiva en el oficio de enseñar. Barcelona: Graó.
Reyes, M. (2011). El rendimiento académico de los alumnos de primaria que cursan estudios artístico-musicales en la Comunidad Valenciana. Tesis Doctoral. Departamento de Filosofía. Universitat de Valéncia. Recuperado de http://roderic.uv.es/bitstream/handle/10550/25132/reyes.pdf?
sequence=1&isAllowed=y
Russell, T. (2005). Can reflective practice be taught? Reflective Practice, 6, 199-204. doi:10.1080/14623940500105833
Russell-Bowie, D. (1997). Reflecting on challenges in the creative arts in teacher education. Music in schools and teacher education: A global perspective (pp. 36-45). Australia: ISME/CIRCME.
Schön, D. (1992). La formación de profesionales reflexivos: hacia un nuevo diseño de la enseñanza y el aprendizaje en las profesiones. Madrid: Paidós/MEC.
Schellenberg, E. G. (2004). Music lessons enhance IQ. Psychological Science, 15(8), 511-514. Recuperado de https://www.psychologicalscience.org/pdf/ps/musiciq.pdf
Seddon, F. & Biasutti, M. (2008). Non-music specialist trainee primary school teachers’ confidence in teaching music in the classroom. Music Education Research, 10(3), 403-421. doi:10.1080/14613800802280159
Stake, R. (1995). Investigación con estudio de caso. Madrid: Morata.
(2006). Evaluación comprensiva y basada en estándares. Barcelona: Graó.
(2010). Qualitative Research. Studying how things work. New York: The Guilford Press.
Van Niekirk, C. (1997). Recent curriculum developments in South Africa. Music in schools and teacher education: A global perspective (pp. 267-69). Australia: ISME/ CIRCME.
Vaughn, K. (2000). Music and mathematics: Modest support for the oft-claimed relationship. Journal of Aesthetic Education, 34.3-4, 149-166.
Winner, E., T. R. Goldstein & S. Vincent-Lancrin (2013). Art for art’s sake? Overview. París: OECD Publishing.
Zeichner, K. (1993). El docente como profesional reflexivo. Cuadernos de Pedagogía, 220, 44-49.
Zabalza, M. (2007). Competencias docentes del profesorado universitario. Calidad y desarrollo profesional. Madrid: Narcea.