Profesionalización docente de los maestros en artes

Abstract

There are few educational institutions that train artists with a teaching profile. Usually these artists teach classes based on their implicit theories (IT), which are defined as a psychological construction formed by ideas, images or assumptions considered to be true and developed in tradition of the teaching-learning process. When acquired through experience, they become difficult to modify. Acosta (2010) and Pozo (2006) propose five categories to analyse IT: dependent, productive, expressive / experimental, interpretive and emancipatory. Hence, it is necessary to ask: what IT on pedagogy do arts teachers have in secondary school?, and how does it affect their pedagogical practice? A questionnaire based on the investigations of Acosta and Pozo in IT was carried out, and a Likert scale was used to identify the preference of the 45 arts teachers that participated in this study. These were: 12 inactive teachers, 3 from private academies, 1 from preschool, 10 from primary, 15 from secondary, 3fromhigh school, 1 from university. The form consisted of 43 items. Through a descriptive analysis in the SSPS software, the following results were obtained: dependent theory 48.52%, productive 48.44%, expressive / experimental 81.33%, interpretive 73.70%, emancipatory 74.44%. It’s conclude that teachers with little pedagogical preparation tend to prefer an expressive / experimental theory. These teachers try to carry out the strategies learned when they were university students. This information contrasts with the pedagogical approach proposed by the Ministry of Public Education (SEP, 2020), whose approach is closer to interpretive and emancipatory IT. Hence the importance of offering advice for teachers with degrees in the arts, so that their practices are closer to what is expected of a teacher in secondary school.