CONSTRUCCIÓN DE LA IDENTIDAD PROFESIONAL A PARTIR DE LA FORMACIÓN DOCENTE EN LAS ARTES.
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| Title: | CONSTRUCCIÓN DE LA IDENTIDAD PROFESIONAL A PARTIR DE LA FORMACIÓN DOCENTE EN LAS ARTES. |
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| Authors: | PIVETTA WERLANG, RODRIGO1 rodrigo43@hotmail.com, ADELAIDA GONZÁLEZ-MORENO, PATRICIA2 pagonzalez@uach.mx |
| Source: | Revista Mexicana de Investigación Educativa. 2026, Vol. 31 Issue 108, p85-108. 24p. |
| Subject Terms: | *Teacher training, *Music in education, *Arts education, *Curriculum, *Bachelor's degree, Professional identity, Art, Dance |
| Abstract (English): | This article analyzes teacher training in bachelor’s degree programs offered by the Faculty of Arts at the Autonomous University of Chihuahua, drawing on the professional experiences of Arts teachers in basic education and a curriculum analysis of these programs. The method used was dialectics. Interviews with arts teachers in basic education and coordinators of university education programs were analyzed, as well as the curricula for visual arts, dance, music, and theater. The results show that teaching is one of the main fields of activity for graduates; however, despite their differences, the programs offer a limited number of courses in this field. By prioritizing artistic training, the bachelor’s degrees analyzed fail to foster professional teaching identity among their students, even contradicting the results of their own analyses of relevance. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El objetivo de este artículo es analizar la formación docente en las licenciaturas de la Facultad de Artes de la Universidad Autónoma de Chihuahua, a partir de las experiencias profesionales de las y los maestros de artes en educación básica y del análisis curricular de dichos programas. El método utilizado fue la dialéctica. Se analizaron las entrevistas con maestras(os) de arte de educación básica y coordinadoras(es) de los programas educativos universitarios, así como los planes de estudio de Artes Visuales, Danza, Música y Teatro. Los resultados muestran que la docencia es uno de los principales campos de actuación de las y los egresados; sin embargo, los programas, a pesar de sus diferencias, contienen un reducido número de asignaturas destinadas a ello. Al priorizar la formación artística, las licenciaturas analizadas pierden la oportunidad de fomentar la identidad profesional docente en sus estudiantes, contradiciendo incluso los resultados de sus propios análisis de pertinencia. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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