La enseñanza y el aprendizaje de la educación plástica y visual en la formación inicial de los maestros de educación primaria

Resum

Identifying the characteristics of future teachers or teachers in Initial Training is required when articulating a training program that is coherent with the recipients to whom it is addressed. These characteristics are determined by their knowledge, beliefs, skills, experiences... And it is important to know the foundations on which their professional skills have been built or are going to be built, since these condition the profile of the future teacher and mark the path of what they emphasize should be placed on initial training. In this work, we want to address factors that seem key in initial training in the field of Plastic and Visual Expression, such as: 1. The Academic Experience of students before accessing their degree studies. This personal history determines the access profile of the future teacher and what we must keep it in mind for the design of the programs, subjects and activities in initial training. 2. The degree of acquisition of "Scientific Knowledge" when facing educational situations. 3. The use and application of the key "Didactic Knowledge" to know the degree of acquisition of consolidated and acquired knowledge by the student and that is conditioned by the formative praxis received. 4. The experience during the Practicum configures a formative x-ray of the student. 5. The experience of the participants during their University Degree Studies allows us to know the perception that the students have had during their formative period and the focus on the different programs that the university currently has and if they are susceptible to academic improvements. 6. Analyzing a different educational context, allows contrasting the initial training in the Teachers Degree in another different educational context. Focusing on the Primary Education Degree once it has been implemented at the University of Murcia (Spain), we want to find out the effect/result on students and the profile of teachers that are being trained in the area of Plastic and Visual Expression. We also want to compare it with a different context. In this sense, the selected one is the Superior School of Education of Lisbon (Portugal). Our central question can be posed as follows: What Teaching Needs does a teacher in initial training have in the field of Plastic and Visual Expression? Starting from the main problem, we formulated as a general objective "To know the characteristics of the initial training of future teachers in the area of Visual and Visual Expression in the Master Degree". As specific objectives: To analyze the experience of future teachers in the area of Visual and Visual Expression during their studies in the Primary Education stage. To analyze how future teachers use their didactic knowledge of Visual and Visual Expression with the design of a teaching activity. To analyze the experience of future teachers in the practicum in the area of Visual and Plastic Expression. To analyze the experience of future teachers with the learning of Visual and Visual Expression during the undergraduate studies and to compare the experiences of future teachers with the area of Visual and Visual Expression in another educational context. A review of the background and current state of knowledge on the situation of Plastic and Visual Expression in three areas is shown: Initial teacher training, the university environment and compulsory education. The identification of the problem under study is also included. Regarding the context and participant sample, two different educational contexts are analyzed, Spain and Portugal, with Spanish participants from the University of Murcia and Portuguese from Lisbon Superior College School. The Spanish sample is made up of a total of 94 students in the 4th Grade of Primary Education from the University of Murcia and from the center attached to the aforementioned university. The students have completed the mentions of Hearing and Language, Educational Resources for the environment, English and Educational Support. Regarding the Portuguese students, the selected sample is made up of 44 students with a profile and characteristics similar to the Spanish ones. In this sense, they completed the Bachelor's Degree in Basic Education and at the time of the research they are in the second year of the Master's Degree in Basic Education, which is the equivalence to the profile of Spanish students after completing their undergraduate studies. A national comparison of the number of students enrolled in the degree is also carried out. Regarding the methodology, the approach followed is quantitative and qualitative. It is an ex post-facto design of descriptive characteristics of an exploratory work. The teaching intervention or a rehearsed proposal is not carried out. With the aforementioned approach, it is intended to gather information on a pre-established reality and establish conclusions based on the results obtained from the aforementioned information. Regarding the instruments, their main objective is to gather information that allows them to respond to the problems raised. For the present investigation, three questionnaires related to personal academic experience, teaching experience in teaching practices and experience with the subject of Plastic and Visual Expression during undergraduate studies have been designed. Participants from both contexts are administered with the exception of a practical test carried out in the Spanish context. The results and discussion are presented organized according to the research problems and specific objectives, as well as the contributions of the study and future perspectives. In conclusion, although the area of Plastic Expression has been perceived as a different area from the rest of the subjects in the two contexts, the progress, perception and innovation is very significant and visible in the Portuguese context. In the analysis carried out on the personal academic experience during their studies of Primary Education/Basic Education, experience in the practicum and experience in the university studies of Degree/Licenciatura, the participants affirmed it with their answers. In the Spanish context, traditional teaching continues over time. Although there are glimpses of changes in the perceptions of the participants regarding the subject and new methodological approaches in university studies, a significant change has not yet been achieved. The participants show many errors, lack of content and little innovation in the didactic knowledge test. They also perceive a continuity of traditional teaching in their school practices and changes for improvement in the subjects of Plastic and Visual Expression. The different references used are detailed in the final section of the doctoral thesis. Finally, a series of annexes are included where the instruments used (validation of the instrument and questionnaires) and the results obtained are found.