Pre-service teachers and visual arts education. A study based on artistic creation as a way of interrogating reality / Los futuros docentes y la enseñanza de las artes visuales. Un estudio basado en la creación artística como forma de interrogar la realidad

Abstract

This study explores pre-service teachers' knowledge of visual arts education and their ability to undertake creative processes. It is a study conducted with 88 primary school student teachers from a university in southern Spain. The participants were required to produce an artistic piece in which they were asked to reflect their thoughts on visual art education. The resulting pieces served as a tool for inquiry which enabled us to evaluate their theoretical and practical knowledge after performing an analysis of their form and content. After analysing the data, we concluded that future teachers are aware that arts education develops many types of skills, although they are only partially able to carry out a satisfactory artistic creation process. Therefore, it is essential to reinforce the training of pre-service teachers in the domain of artistic processes. Questioning pre-service teachers directly, and doing so through artistic creation, has allowed us to ascertain their level of knowledge of the visual arts.

Explaining kindergarten teachers’ beliefs and practices regarding early visual arts education: a perspective from the theory of planned behavior (Creencias y prácticas docentes en materia de educación plástica y visual temprana: una perspectiva basada en la teoría del comportamiento planificado)

“…EVAE, which involves creativity from expressive arts and art education theories in the arts discipline, is supposed to be as crucial as other learning domains in promoting quality early childhood art education. Sadly, visual arts have been labelled as unimportant disciplines and are neglected by the education sectors (Morales-Caruncho & Chacón-Gordillo, 2018).…”

“…Se considera que la enseñanza temprana de APV, que requiere la creatividad de las artes expresivas y las teorías de la educación artística en este ámbito, es tan importante como otras áreas del aprendizaje para fomentar una educación artística temprana de calidad. Tristemente, las artes visuales han recibido la etiqueta de 'materia poco importante' y han sido dejadas de lado por parte de los sectores educativos (Morales-Caruncho & Chacón-Gordillo, 2018).…”