The concept of competence in cultural awareness and expressions in initial teacher training: evaluation of a pedagogical programme based on the principles of active methodologies

Abstract

INTRODUCTION. The renewal of arts pedagogy in initial teacher training must not remain indifferent to the amplitude of concepts that articulate competence in cultural awareness and expressions (CCAE), one of the key competences the European framework recommends including in our Educational system. METHOD. Based on the assignment of values that allow the transformation of qualitative data into quantitative results, this study evaluates the concept of CCAE acquired by a group of teachers during their training. On the other hand, considering a qualitative a/r/tographic research approach, the effects of a programme rooted on the principles of Project-Based Learning of artistic nature (PBL-A) during the training received by the group of future education professionals are shown. RESULTS AND DISCUSSION. The data collected outstood the need to address a process of conceptualization of such competence towards the teachers in training and to analyze their relationship with the area of Art Education. On the other hand, the model of PBL-A as a training strategy evidenced a new perspective about what being competent from the cultural and artistic point of view is in the context of an area of knowledge that, in addition to focusing on expression through artistic languages, does not forget the humanistic component of artwork. CONCLUSION. The essence of contemporary Art Education and standard-bearer of the CCAE must occupy a priority place in classroom practice. Bearing this reality in mind, this reality, approaching teacher training from the principles of active methodologies means placing our discipline in a pedagogical framework that, far from the exclusive transformation of materials through manipulation, allows us to strengthen the presence of arts and their cultural component in education.