Art education in initial teacher training: active methodologies as a didactic resource in the training

Abstract

Introduction: This article analyses how art education, through active methodologies, can be integrated into initial teacher training in Portugal, focusing on students' perceptions of it. Methodology: A qualitative single-case study was carried out, using an online questionnaire answered by 148 final-year students on master's programmes in Pre-School Education and Pre-School Education in parallel with the 1st Cycle of Basic Education at six institutions in Portugal. Results: The majority of students value active methodologies because they increase interest in the content, foster a dynamic educational environment and facilitate the connection with the artistic process. They highlight benefits such as promoting an active attitude, collaborative work and self-learning. However, they point out disadvantages such as insecurity in learning, difficulties in organising study and the need for maturity on the part of the students. Conclusions: The students suggest the need to review current teaching practices in order to improve the quality of their training and their professional profile. This study emphasises the importance of continually adapting and reassessing teaching strategies in order to respond effectively to the demands and characteristics of future educators.