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331: LA EDUCACIÓN ARTISTICA EN LA FORMACIÓN INICIAL DE MAESTROS Y MAESTRAS. ESTUDIO DE CASO

Art education of the future school-teachers keeps staying in the background of the curriculum, from primary school to University degrees. In initial teacher training, art education represents only about a 2,5% of their training programs. Furthermore, there is an historically absence of an art specialization degree for school-teachers. This work shares the critical theory approach about the value of art and education as a possible and necessary tool for social equality and transformation.
The aim of this work is to: know and analyze the fine-art education status in one region of the Spanish scholar system (Aragon), through the experience and opinion of readers and School Teaching students. And to know the value given to this area of knowledge.
Methods: Case study design about Art Education subject in the Primary School teaching Zaragoza’s University Degree, in its three campus: Huesca, Zaragoza and Teruel. The sample of students (n=75) completed a questionnaire of 15 items. 5 of them were quantitative (Likert scale and multiple choice) and 10 open questions, in order to capture subjective and qualitative aspects of the data. A descriptive statistical analysis and a content analysis using an ad hoc categorical system was performed.

One of the main results observed in this study was that the time spent in art education for the future teachers is inadequate, along with the low level of previous knowledge. Wide range of students agree on the repetitive character of the teorethical content and practical aspects of their university training. They claim to need more program time of art didactic and pedagogical formation. A 53,3% of the sample states not to feel enough qualified to teach art to school-children.

These results seems to confirm that Fine-Art Education program during the University degree of Initial Teacher Training in the region studied it is not enough to settle a minimun level of art knowledge. Also, are far from being enough to learn about art pedagogy which make they feel able to teach children art education.

Author(s):

Alicia Pascual    
Universidad de Zaragoza
Spain