Relational learning spaces with professional artists in the initial training of teachers.

This article presents a formative experience through the participation of professional artists in the framework of the training of Early Childhood and Primary Education teachers in different European universities, within the framework of an Erasmus + project. During the project, a cooperative methodology is built between university teachers, artists, and cultural institutions, promoting that students are protagonists of their learning process and progress, including artistic thinking in their initial training. The participation of visual and scenic artists in degree subjects has aimed to experiment with co-creation contexts where artists, students, and teachers have built horizontal relationships, generating an important change in the experience and learning of students and their training as future teachers.