Publication: Concepciones sobre la Historia del Arte en la formación didáctica inicial.
Authors
López-Castelló, Raúl
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Publisher
Universidad de Murcia, Servicio de Publicaciones
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DOI
https://doi.org/10.6018/pantarei.496851
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info:eu-repo/semantics/article
Description
Abstract
Este trabajo indaga de forma exploratoria en
las concepciones de los/as estudiantes del
Máster en Profesor/a de Educación Secundaria
(Geografía e Historia) sobre la Historia del Arte
y su enseñanza y aprendizaje. El principal
objetivo es analizar dichas concepciones para
caracterizar el conocimiento académico
profesional previo de los/as participantes y ser
el referente de partida en el proceso de
formación inicial. Para ello, se ha diseñado y
aplicado un cuestionario en el momento previo
al desarrollo del módulo en la didáctica de esta
materia. Los resultados muestran unas
concepciones duales que en buena medida se
mantienen cercanas a una concepción
formalista-teleológica de la disciplina, con una
finalidad eminentemente culturalista y con unas
estrategias de enseñanza y aprendizaje
enmarcadas en la transmisión de contenidos. La
formación inicial docente debería partir de
estas concepciones para su reestructuración,
apostando por la alfabetización audiovisual
crítica de la ciudadanía.
This paper investigates the conceptions of the students of the master’s degree in Secondary Education Teaching (Geography and History) in relation to the History of Art and its teaching and learning process. The main objective is to analyse these conceptions to characterize their previous professional academic knowledge and to be the starting point of reference in the process of initial teacher training. To this end, a questionnaire has been designed and applied in the moments before to the development of the module in the didactics of this subject. The results show dual conceptions that to a significant extent remain close to a formalist conception of the discipline, with an eminently cultural purpose and with teaching and learning strategies framed in the transmission of content. Initial teacher training must start from these conceptions for its restructuring in accordance with the critical audiovisual literacy of citizens.
This paper investigates the conceptions of the students of the master’s degree in Secondary Education Teaching (Geography and History) in relation to the History of Art and its teaching and learning process. The main objective is to analyse these conceptions to characterize their previous professional academic knowledge and to be the starting point of reference in the process of initial teacher training. To this end, a questionnaire has been designed and applied in the moments before to the development of the module in the didactics of this subject. The results show dual conceptions that to a significant extent remain close to a formalist conception of the discipline, with an eminently cultural purpose and with teaching and learning strategies framed in the transmission of content. Initial teacher training must start from these conceptions for its restructuring in accordance with the critical audiovisual literacy of citizens.
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