Professional teacher training in times of uncertainty: challenges of “becoming a teacher” of Visual Arts in contexts of educational emergency
Article Sidebar
Main Article Content
Abstract
In the context of the pandemic confinement during 2020, teachers’ practical training was a challenge that institutions addressed using different strategies. This study sought to analyze the beliefs and perceptions of trainee teachers’ and preservice teachers’ guide on professional practice training in remote mode in a visual arts teaching degree program in Santiago. The methodology was addressed using a qualitative approach, and data were collected from questionnaires, focus groups and interviews. The results show that the initial apprehensions about carrying out a remote professional practice were modified to the extent that professional and vital learning was developed. The practice in this modality offered opportunities for didactic adjustments and significant learning, a process in which reflection played a key role for all the participants involved, allowing them to tackle uncertainty and new types of interactions.
Article Details
Funding data
References
Alliaud, A. (2015). Los artesanos de la enseñanza pos-moderna. Hacia el esbozo de una propuesta para su formación. Historia y Memoria de la Educación, 1, 319-349. DOI: https://doi.org/10.5944/hme.1.2015.12704
Canales, M. (2013). El diseño de estudios ideográficos. En M. Canales (coord.), Investigación social. Lenguajes del diseño (pp. 191 – 206). Santiago de Chile: LOM.
Centro de Perfeccionamiento, Experimentación e Investigaciones Pedagógicas - CPEIP (05 de octubre de 2023a). Experiencia e innovaciones en Formación Inicial de Docentes. Recuperado 5 de octubre de 2023. https://cpeip.cl/experiencias-innovaciones-fid/
______. (05 de octubre de 2023b). Seminario de Formación Inicial Docente del CPEIP busca relevar experiencias de aprendizaje en tiempos de pandemia. Recuperado 5 de octubre de 2023. https://www.cpeip.cl/seminario-de-formacion-inicial-docente-del-cpeip-busca-relevar-experiencias-de-aprendizaje-en-tiempos-de-pandemia/
Danyluk, P., Burns, A., Hill, L. S., & Crawford, K. (Eds.). (2022). Crisis and opportunity: How Canadian Bachelor of Education programs responded to the pandemic. Canadian Association for Teacher Education: A polygraph series (Vol. 11) [eBook]. DOI: https://doi.org/h26c
Danyluk, P. (2022). Perspectives of Faculty and Preservice Teacher During the Transition to Online Learning. En P. Danyluk, A. Burns, L. S. Hill & K. Crawford, K. (Eds.), Crisis and opportunity: How Canadian Bachelor of Education programs responded to the pandemic. Canadian research in teacher education: A polygraph series (Vol. 11) [eBook]. DOI: https://doi.org/h26c
Darling-Hammond, L., & Hyler, M. E. (2020). Preparing educators for the time of COVID… and beyond. European Journal of Teacher Education, 43(4), 457-465. DOI: https://doi.org/10.1080/02619768.2020.1816961
Delfino, V. (2020). La práctica formadora. Reflexiones en tiempos de pandemia. Trayectoria. Práctica Docente en Educación Artística, 8, 100-107. https://www.ojs.arte.unicen.edu.ar/index.php/trayectoria/article/view/864
Donham, C., Barron, H. A., Alkhouri, J. S., Changaran Kumarath, M., Alejandro, W., Menke, E., & Kranzfelder, P. (2022). I will teach you here or there, I will try to teach you anywhere: Perceived supports and barriers for emergency remote teaching during the COVID-19 pandemic. International Journal of STEM Education, 9(1), 1-24. DOI: 10.1186/s40594-022-00335-1
Donlon, E., McDonald, E., Fitzsimons, S., & Sexton, P. (2020). Being and Belonging: Student-Teachers’ Contextual Engagement in Schools. Australian Journal of Teacher Education, 45(6), 95-113. DOI: http://dx.doi.org/10.14221/ajte.2020v45n6.6
Dussel, I. (2020). La formación docente y los desafíos de la pandemia. Revista Científica EFI · DGES, Volumen 6(10), 11-25.
Latorre, M., Vergara, C., Morales, M. A., Orbeta, A., Escobar, C., & Quiroga, M. (2020). Prácticas de acompañamiento de profesores tutores en carreras de pedagogía: análisis de los dispositivos de aseguramiento y certificación de la calidad de los aprendizajes terminales. Calidad en la Educación, (53), 182-218. DOI: http://dx.doi.org/10.31619/caledu.n53.791
Garvis, S. (2009). Improving the Teaching of the Arts: Pre-Service Teacher Self-Efficacy towards Arts Education. Online Submission, 6(12), 23-28. https://eric.ed.gov/?id=ED511176
Grauer, K. (1998). Beliefs of preservice teachers toward art education. Studies in Art Education, 39(4), 350-370. https://doi.org/10.2307/1320239
Hudson, P., & Hudson, S. (2007). Examining Preservice Teachers’ Preparedness for Teaching Art. International Journal of Education & the Arts, 8(5), 1-25. https://eric.ed.gov/?id=EJ801210
Kitchen, J., & Petrarca, D. (2016). Approaches to teacher education. International Handbook of Teacher Education: Volume 1, 137-186. https://link.springer.com/chapter/10.1007/978-981-10-0366-0_4
Kowalchuk, E. A. (2000). In their own words: What student art teachers say they learn and need. Art Education, 53(3), 18-23.
Luehrman, M. (2002). Art experiences and attitude toward art education: A descriptive study of Missouri public school principals. Studies in Art Education, 43(3), 197-218. DOI: https://doi.org/10.1080/00393541.2002.11651719
Ministerio de Educación - MINEDUC (2020). Orientaciones para la Implementación de la Priorización Curricular en Forma Remota y Presencial. Recuperado de https://hdl.handle.net/20.500.12365/14477
Monasterio, D. y Briceño, M. (2020). Educación mediada por las Tecnologías: Un desafío ante la coyuntura del Covid-19. Observador del Conocimiento, 5(1), 136-148.
Naah, A. M. (2020). Pre-service teachers’ perception of online teaching and learning during the COVID–19 era. International Journal of Scientific Research and Management, 8(10), 1649-1662. DOI: http://doi.org/10.18535/ijsrm/v8i10.el01
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317–328. DOI: 10.1080/0022027870190403
Orbeta-Green, A., Doren-Tello, M., y Sanhueza-Vega, C. (2023). Artistic pedagogies in an emergency: Perspectives from nine visual arts teachers in the north, centre and south of Chile. International Journal of Education Through Art, 19(3), 381–96. https://doi.org/10.1386/eta_00141_1
Oreck, B. (2004). The artistic and professional development of teachers: A study of teachers’ attitudes toward and use of the arts in teaching. Journal of Teacher education, 55(1), 55-69. DOI: https://doi.org/10.1177/0022487103260072
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. DOI: 10.3102/00346543062003307
Pineda-Rodríguez, Y. L. y Loaiza-Zuluaga, Y. E. (2018). Estado del arte de las prácticas pedagógicas de los maestros de las Escuelas Normales Superiores y las Facultades de Educación. Praxis, 14(2), 265-285. DOI: http://dx.doi.org/10.21676/23897856.2914
Schön, D. (1998). El Profesional Reflexivo. Barcelona: Paidós.
Tardif, M., y Moscoso, J. N. (2018). La noción de “profesional reflexivo” en educación: actualidad, usos y límites. Cadernos de pesquisa, 48, 388-411. DOI: https://doi.org/10.1590/198053145271
Taylor, S. J. y Bogdan, R. (1994). Introducción a los métodos cualitativos de investigación. Barcelona: Paidós.
Tejedor, S., Cervi, L., Tusa, F. y Parola, A. (2020). Educación en tiempos de pandemia: reflexiones de alumnos y profesores sobre la enseñanza virtual universitaria en España, Italia y Ecuador.
Revista Latina de Comunicación Social, 78, 1-21. DOI: https://doi.org/10.4185/RLCS-2020-1466
Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of educational research, 78(4), 751-796. DOI: https://doi.org/10.3102/0034654308321456
Vallejos, R. M., & Palma M. (2022). Prácticas profesionales de futuros profesores en la crisis sanitaria COVID-19: aprendizajes y experiencias desde la perspectiva de estudiantes de pedagogía y de profesores mentores del sistema escolar. REXE22 (48), 345-357. DOI: http://dx.doi.org/10.21703/0718-5162.v22.n48.2023.020
Varela, D. G., & Desiderio, M. F. (2021). Perceptions of COVID-19 pandemic impact on the student teaching experience. Research in Higher Education Journal, 39, 1-12. https://www.aabri.com/manuscripts/203267.pdf
Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX. National Staff Development Council.