NECESIDADES DE FORMACIÓN DOCENTE DE LOS MAESTROS DE EDUCACIÓN ARTÍSTICA A NIVEL SECUNDARIA DEL INSTITUTO DE EDUCACIÓN DE AGUASCALIENTES

Abstract

Thanks to the Comprehensive Reform of Basic Education (RIEB), artistic education in Mexico became, in 2006, a compulsory-formative subject within the curriculum (SEP, 2006a). To successfully implement the educational reforms, the teacher must possess a solid knowledge, as well as theoretical and pedagogical foundations that allow him to organize and direct an integral teaching and learning process. This article presents the most relevant results of an exploratory study, whose objective was to determine the arts teacher´s pedagogical weaknesses at the Institute of Education of Aguascalientes (IEA) in order to propose and promote improvement interventions. Taking some of the indicators proposed by Shulman (2005) and based on the objectives of the subject curriculum, a questionnaire was created for each artistic discipline. 103 teachers participated in the survey. The results indicate that many teachers have a solid knowledge in the discipline they teach. However, significant deficiencies were also detected. Many lack professional studies in the arts, are unaware of the most important methodological proposals in art education and there is a lack of participation in continuing education courses. Finally, some teachers are unaware of the existence of teaching materials provided by the Ministry of Public Education. Therefore, it is very important that the IEA maintains an open dialogue with its teachers, encourages their professionalization and promotes the delivery of continuing education courses and workshops that allow them to stay updated and aware of the materials at its disposal.