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Personal profile

Personal profile

I am Associate Professor in the Department of Early Childhood Education (ECE) at The Education University of Hong Kong (EdUHK). My research focuses on curriculum, pedagogy and teacher professional development. I also serve as Associate Head of Department, looking after internationalization matters for ECE (i.e., international partnerships, exchanges, knowledge transfer & dissemination, departmental visibility).Born and raised in Spain, I studied Psychology (emphasis: teaching and learning) at Autonomous University of Madrid and Music (classical piano) at Royal Music Conservatory of Madrid (Spain). After completing my PhD, I worked as a Post-Doctoral Fellow at the University of Victoria (British Columbia, Canada) and Tufts University (Boston, United States). Subsequently, I joined Singapore's National Institute of Education, where I served as Research Scientist and Assistant Dean (Professional Learning) within the Office of Education Research. During this period, I run a number of research and development projects as Principal or Co-Principal Investigator, in close collaboration with the Ministry of Education, the Singapore Teacher Academy for the Arts, and the National Institute of Early Childhood. My work has been published in prestigious academic journals, both domain general (e.g., Early Childhood Research Quarterly, Professional Development in Education, Journal of Curriculum Studies) and specific to Music (e.g., Psychology of Music, Journal of Music Teacher Education, Music Education Research). I serve as Associate Editor for the journals "SN Social Sciences", "Infancia y Aprendizaje / Journal for the Study of Education and Development", and "Psychology, Society, & Education".

Research interests

My area of specialization is teacher professional development (PD). The core idea of my research is the notion of ‘responsive PD’. I claim that for PD initiatives to be transformative and effective, these need to respond to (or be aligned with) the needs, motivations and interests of teachers. Consistent with this notion, my work involves three recursive components: 1) Analysis of classroom practices and teachers’ PD needs; 2) The design and implementation of responsive PD initiatives, resources, or interventions; and 3) The evaluation of impact / effectiveness of PD. In the past, I have conducted research with teachers from preschools, primary, and secondary schools, focusing on several subject matters, and also with teachers from music conservatories. Currently, my primary focus is to investigate how teacher educators and PD providers can best support early childhood teachers in the area of Arts and Creativity, particularly in Music.




  • Bautista, A., Habib, M., Eng, A., & Bull, R. (accepted). Purposeful play during learning center time: From curriculum to practice. Journal of Curriculum Studies.


  • González-Royo, A., & Bautista, A. (in press). Ideas de los profesores de instrumento en conservatorios sobre cómo calificar: Aspectos objetivos y subjetivos de la interpretación musical [Ideas of instrumental conservatory teachers on how to grade: Objective and subjective aspects of music performance]. Revista Publicaciones.
  • González-Royo, A., & Bautista, A. (in press). Ideas sobre las finalidades y funciones de la evaluación en profesores de instrumento de conservatorios de música [Conservatory music teachers’ ideas about aims and functions of assessment]. Foro de Educación.


  • Bautista, A., Toh, G.-Z., Mancenido, Z.-N. & Wong, J. (2018). Student-centered pedagogies in the Singapore music classroom: A case study on collaborative composition. Australian Journal of Teacher Education, 43(11), 1-25. Retrieved from https://ro.ecu.edu.au/ajte/vol43/iss11/21
  • Bautista, A., Wong, J., & Cabedo-Mas, A. (2018). Music teachers’ perspectives on live and video-mediated peer observation as a form of professional development. Journal of Music Teacher Education. doi: 10.1177/1057083718819504
  • Bautista, A., Moreno-Núñez, A., Bull, R., Amsah, F., & Koh, S. F. (2018). Arts-related pedagogies in preschool education: An Asian perspective. Early Childhood Research Quarterly, https://doi.org/10.1016/j.ecresq.2017.12.005
  • Bautista, A., Moreno-Núñez, A., Ng, S.-C., & Bull, R. (2018). Preschool educators’ interactions with children about sustainable development: Planned and incidental conversations. International Journal of Early Childhood, 50(1), 15-32. doi:10.1007/s13158-018-0213-0. Available at: http://rdcu.be/GSHn
  • Bautista, A., Toh, G. Z., & Wong, J. (2018).Primary school music teachers’ professional development motivations, needs, and preferences: Does specialization make a difference? Musicae Scientiae, 22 (2), 196–223. doi: 10.1177/1029864916678654. http://msx.sagepub.com/content/early/2016/10/25/1029864916678654.full.pdf+html
  • Bautista, A., & Fernández-Morante, B. (2018). Monográfico sobre investigación en interpretación musical: Implicaciones para el desarrollo profesional docente. Psicología, Sociedad y Educación, 10(1), 1-13. http://ojs.ual.es/ojs/index.php/psye/issue/view/185
  • González-Royo, A., & Bautista, A. (2018). ¿Cómo evalúas a tus alumnos de instrumento? Ideas del profesorado de conservatorio acerca de los procedimientos de evaluación. Psicología, Sociedad y Educación, 10(1), 103-126. http://ojs.ual.es/ojs/index.php/psye/issue/view/18
  • Wong, J., & Bautista, A. (2018). How do teachers define the notion of professional development? The case of primary music teachers. Professional Development in Education, 44(4), 539–556. doi: 10.1080/19415257.2017.1369450. https://www.tandfonline.com/eprint/JAkribUAsGjfDJWzgarC/full
  • Bautista, A., & Wong, J. (2017). Music teachers’ perceptions of the features of most and least helpful professional development. Arts Education Policy Review. doi.org/10.1080/10632913.2017.1328379. http://www.tandfonline.com/eprint/dbFqgD3Td8wfK7uJfqN6/full
  • Bautista, A. & Castelló, M. (2017). Fostering the professional development of junior authors and reviewers in scientific journals. Journal for the Study of Education and Development, 40(3), 383-406. doi: 10.1080/02103702.2017.1357250. http://www.tandfonline.com/eprint/qAdYBgKnPpt6KGEi6Vew/full
  • Bautista, A. Yau, X., & Wong, J. (2017).High-quality music teacher professional development: A review of the literature. Music Education Research, 19(4), 455-469. doi:10.1080/14613808.2016.1249357. http://www.tandfonline.com/eprint/bqxg5ZSTFKUr2V5tMamW/full
  • Castelló, M., Sala-Bubaré, A., & Bautista, A. (2017). Being a researcher is not only a matter of publishing: Learning to revise scientific articles. Journal for the Study of Education and Development, 40(3), 599-656. doi:10.1080/02103702.2017.1357251. http://www.tandfonline.com/eprint/TMgKackSw4qkbFRnnN9Z/full
  • Múñez, D., Bautista, A., Khiu, E., Keh, J.-S., & Bull, R. (2017). Preschool teachers’ engagement in professional development: Frequency, perceived usefulness, and relationship with self-efficacy beliefs. Psychology, Society, & Education, 9(2),181-199. http://ojs.ual.es/ojs/index.php/psye/article/download/655/767
  • Bautista, A., Ng, S. C., Múñez, D., & Bull, R. (2016). Learning areas for holistic education: Kindergarten teachers’ curriculum priorities, professional development needs, and beliefs. International Journal of Child Care and Education Policy, 10(8), 1-18. doi: 10.1186/s40723-016-0024-4. http://rdcu.be/mZKm
  • Bautista, A., Tan, L. S., Ponnusamy, L. D., & Yau, X. (2016).Curriculum integration in Arts Education: Connecting multiple Art forms through the notion of ‘space’. Journal of Curriculum Studies, 48 (5), 610-629. http://www.tandfonline.com/eprint/ZacXuNvxVTsmMWRPPMux/full
  • Caddle, M., Bautista, A., Brizuela, B. M., & Sharpe, S. (2016). Evaluating mathematics teachers’ professional development motivations and needs. Journal of Research in Mathematics Education, REDIMAT, 5(2), 112-134. http://hipatiapress.com/hpjournals/index.php/redimat/article/view/2093/pdf
  • Wilkerson-Jerde, M. H., Bautista, A., Brizuela, B. M., Tobin, R., & Cao, Y. (2016). More than meets the eye: patterns and shifts in what middle school mathematics teachers describe as models. Journal of Mathematics Teacher Education. doi: 10.1007/s10857-016-9348-9.
  • Bautista, A. & Ortega-Ruíz, R. (2015). Teacher professional development: International perspectives and approaches. Psychology, Society and Education, 7(3), 240-251. [Trans. into Spanish by A. Bautista, Desarrollo profesional docente: Perspectivas y enfoques internacionales. Psicología, Sociedad y Educación, 7(3), 343-355]. http://ojs.ual.es/ojs/index.php/psye/issue/view/56
  • Bautista, A., Wong, J., & Gopinathan, S. (2015). Teacher professional development in Singapore: Depicting the landscape. Psychology, Society and Education, 7(3), 311-326. [Trans. into Spanish by N. Navarro Gómez, Desarrollo profesional docente en Singapur: Describiendo el panorama. Psicología, Sociedad y Educación, 7(3), 423-441]. http://ojs.ual.es/ojs/index.php/psye/issue/view/56
  • Bautista, A., Cañadas, M. C., Brizuela, M. B., & Schliemann, A. D. (2015). Examining how teachers use graphs to teach mathematics in a professional development program. Journal of Education and Training Studies, 3(2), 91-106. http://redfame.com/journal/index.php/jets/article/view/676/624
  • Bautista, A., Brizuela, B. M., Glennie, C., & Caddle, M. (2014). Mathematics teachers’ attending and responding to students’ thinking: Diverse paths across diverse assignments. International Journal for Mathematics Teaching and Learning. July Volume (28 pages). http://www.cimt.org.uk/journal/bautista.pdf
  • Bautista, A., Wilkerson-Jerde, M. H., Tobin, R., & Brizuela, M. B. (2014). Mathematics teachers’ ideas about mathematical models: A diverse landscape. PNA, 9(1), 1-27. http://www.pna.es/Numeros2/pdf/Bautista2014PNA9%281%29Mathematics.pdf
  • Bautista, A., Monereo, C., & Scheuer, N. (2014). La evaluación por pares como oportunidad para el aprendizaje [Trans. into English by TBD, Introduction to the special issue for junior researchers: “Peer-review as an opportunity for learning,” Infancia y Aprendizaje, 37(4), 665-686].
  • Pedrazzini, A., Bautista, A., Scheuer, N., & Monereo, C. (2014). La revisión por (im)pares como instancia de aprendizaje: Un estudio de casos del proceso editorial de artículos de investigadoras noveles. [Trans. into English by J. Martin, The review by (non)peers as a learning opportunity: A case study of the editorial process of articles by junior researchers, Infancia y Aprendizaje, 37(4), 851-901].Bautista, A., & Roth, W.-M. (2012). Conceptualizing sound as form of incarnate mathematical consciousness. Educational Studies in Mathematics, 79(1), 41–59. http://link.springer.com/article/10.1007%2Fs10649-011-9337-y
  • Bautista, A., & Roth, W.-M. (2012). The incarnate rhythm of geometrical knowing. Journal of Mathematical Behavior, 31, 91–104.http://www.sciencedirect.com/science/article/pii/S0732312311000502
  • Bautista, A., Pérez Echeverría, M. P., Pozo, J. I., & Brizuela, B. M. (2012). Piano students’ conceptions of learning, teaching, assessment, and evaluation. Estudios de Psicología, 33 (1), 79–104.http://www.tandfonline.com/doi/abs/10.1174/021093912799803872
  • Bautista, A., Pérez Echeverría, M. P., & Pozo, J. I. (2011). Piano teachers’ conceptions of evaluation and assessment.Revista de Educación, 355, 443–466. http://www.revistaeducacion.educacion.es/re355/re355_19.pdf
  • Bautista, A., Roth, W.-M., & Thom, J. S. (2011). Knowing, learning, and the integrity of kinetic movement. Interchange: A Quarterly Review of Education, 42(4), 363-388. http://link.springer.com/article/10.1007%2Fs10780-012-9164-9
  • Roth, W.-M., & Bautista, A. (2011). Transcriptions, mathematical cognition, and epistemology. The Montana Mathematics Enthusiast, 8(1&2), 51–76. http://web.uvic.ca/~mroth/PREPRINTS/Transcriptions_200R.pdf
  • Bautista, A., Pérez Echeverría, M. P. & Pozo, J. I. (2010). Music performance conceptions about learning and instruction: A descriptive study of Spanish piano teachers. Psychology of Music, 38(1), 85–106. http://pom.sagepub.com/content/early/2009/08/11/0305735609336059
  • Thom, J. S., Roth, W.-M., & Bautista, A. (2010). In the flesh: Living, growing conceptual domains in a geometry lesson. Complicity: An International Journal of Complexity and Education, 7(1), 77–87. https://ejournals.library.ualberta.ca/index.php/complicity/article/view/8842/7162
  • Bautista, A., Pérez Echeverría, M. P., Pozo, J. I., & Brizuela, B. M. (2009). Piano students’ conceptions of musical scores as external representations: A cross-sectional study. Journal of Research in Music Education, 57(3), 181–202. http://jrm.sagepub.com/content/57/3/181.abstract
  • Scheuer, N., Bautista, A., Martín, E. & Pozo, J. I. (2009). “Después de una lectura atenta de su manuscrito…” Un análisis de los procesos de evaluación en Infancia y Aprendizaje. [“After reading your manuscript carefully…” An analysis of manuscript assessment processes in Infancia y Aprendizaje].Infancia y Aprendizaje, 32(3), 243–264. http://www.tandfonline.com/doi/abs/10.1174/021037009788964213#.VkwFqnvQnaY
  • Bautista, A., & Pérez Echeverría, M. P. (2008). ¿Qué consideran los profesores de instrumento que tienen que enseñar en sus clases? [What do music performance teachers consider that they should teach in their classes?] Cultura y Educación, 20(1), 17–34. http://www.tandfonline.com/doi/abs/10.1174/113564008783781477?journalCode=rcye20
  • Pozo, J. I., Bautista, A., & Torrado, J. A. (2008). El aprendizaje y la enseñanza de la interpretación musical: cambiando las concepciones y las prácticas [Learning and teaching musical performance: Changing conceptions and practices]. Cultura y Educación, 20(1), 5–15.


  • Bull, R., Bautista, A., Salleh, H., & Karuppiah, N.(in press). Evolving a Harmonized Hybrid System of ECEC in Singapore: A Careful Balancing Act. National Institute of Education.


  • Bautista, A., Chua, S.-L., Wong, J., & Tan, C. (in press). Developing video-based learning resources for Singapore music teachers. In E. Retnowati (Eds.), Educational Innovation: Current trends (pp. XX-XX). Amsterdam: CRC Press/Balkema (Routledge).
  • Bull, R., & Bautista, A. (2018). A careful balancing act: Evolving and harmonizing a hybrid system of ECEC in Singapore. In S. L. Kagan (Ed.), The Early Advantage: Early Childhood Systems that Lead by Example (pp. 155-181). New York: Teachers College Press.
  • Bautista, A. (2017). El piano, mi tesis y yo. In D. Forrest, M. Díaz, & A. Cabedo (Eds.), Estudios doctorales en educación musical y artística de España y Portugal: Visión y recorrido(pp. 26-39). North Melbourne, Vic: Australian Scholarly Publishing.
  • Bautista, A., Brizuela, B. M., & Ko, Y.-Y. (2013). Middle school mathematics teachers’ implicit conceptions about multiple representations for functions. In D. Halkias (Ed.), Psychology and the Search for Certainty in Everyday Life(pp. 31-48). Athens: ATINER.
  • Hallam, S., & Bautista, A. (2012). Processes of instrumental learning: The development of musical expertise. In G. McPherson & G. Welch (Eds.), The Oxford Handbook of Music Education (pp. 658-676). New York: Oxford University Press.
  • Bautista, A.(2010). “I don’t know.” Uncertainty in high school students’ discourse about science-related careers. In W.-M. Roth & P-L. Hsu (Eds.), Talk about Careers in Science (pp. 59–71). Rotterdam: Sense Publishers.
  • Roth, W.-M., Hsu, P.-L., Bautista, A., Collyer, V. M., Connelly, C., Delgado, N., et al. (2010). Metalogue on career talk and its study. In W.-M. Roth & P-L. Hsu (Eds.), Talk about Careers in Science (pp. 261–281). Rotterdam: Sense Publishers.
  • Pérez Echeverría, M. P. & Bautista, A. (2009). Aprender a pensar y argumentar. [Learning how to think and reason]. In J. I. Pozo & M. P. Pérez Echeverría (Eds.), Psicología del aprendizaje universitario: La formación en competencias (pp. 149–163). Madrid: Morata.
  • Pérez Echeverría, M. P. & Bautista, A. (2008). Razonamiento probabilístico [Probabilistic reasoning]. In M. Carretero & M. Asensio (Eds.), Psicología del pensamiento (pp. 177–198). Madrid: Alianza Editorial.
  • Pérez Echeverría, M. P. & Bautista, A. (2008). Solución de problemas [Problem Solving]. In M. Carretero & M. Asensio (Eds.), Psicología del pensamiento (pp. 357–363). Madrid: Alianza Editorial.
  • Bautista, A., Luna, M., & Pérez Echeverría, M. P. (2006).Los procedimientos como contenidos de las enseñanzas musicales en la Educación Secundaria Obligatoria [Procedures as learning outcomes in secondary music education]. In M. A. Ortiz & A. Ocaña (Eds.), Cultura, Culturas. Estudios sobre Música y Educación Intercultural (pp. 141–158). Granada: GEU.
  • Bautista, A., Torrado, J. A., Pozo, J. I., & Pérez Echeverría, M. P. (2006). Las concepciones de los profesores de conservatorio sobre el aprendizaje y la enseñanza [Conservatory teachers’ conceptions about learning and instruction].In M. A. Ortiz & A. Ocaña (Eds.), Cultura, Culturas. Estudios sobre Música y Educación Intercultural (pp. 159–177). Granada: GEU.
  • Pérez Echeverría, Pecharromán, A., Bautista, A., & Pozo, J. I. (2006). La representación de los procesos de aprendizaje en estudiantes universitarios [University students’ representations of learning processes]. In J. I. Pozo, N. Scheuer, M. P. Pérez Echeverría, M. Mateos, E. Martín, & M. de la Cruz (Eds.), Nuevas formas de pensar la enseñanza y el aprendizaje (pp. 323–340). Barcelona: Graó.

Teaching Interests

I have taught in higher education environments for 15 years, including in higher diploma, undergraduate, master’s, and doctoral programs. I have also contributed to the implementation of numerous in-service professional development courses and workshops. I have taught courses related to teacher professional development theory and practice, music education and creativity in early childhood, the psychology of music teaching and learning, conceptual change, research methods, and lexicometry.

Professional information


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