Arts Education and the challenge of teaching to learn: a case study in teachers’ training

Abstract

The competence-based learning model that has characterised the educational system in recent years has given rise to new pedagogical approaches that prioritise teaching how to learn. Given this context of change, it is crucial that teachers’ training includes skills in that will prepare them for future professional challenges. For this reason, this paper presents a case study analising the possibilities offered by Project-Based Learning (PBL) for the treatment of Learning how to Learn Competence in Arts Education. The study participants are students of the Degree in Early Childhood Education, being responsible for making visible the role of arts and cultural education in teaching how to learn from the earliest stages of education. Among the conclusions drawn, we can highlight the need for teaching students to be made aware of the objectives of a renewed arts education during the training processes, as well as to reflect on how to relate our discipline to methodologies and pedagogical theories relevant to the development of skills to begin learning and the capacity to continue learning in an increasingly effective and autonomous way.