Continued teacher training

The thesis prepared by Ester Forné Castaño, entitled “Cases study of the transformation of two educational centers from the application of the project of the artistic environment of the CESIRE of the Generalitat de Catalunya: self-planned artistic itineraris. Continued teacher training from the interdisciplinary and multidisciplinary consideration of the arts", has been directed by Dr. Gemma Paris i Romia. The thesis will be presented to the court format by Anna Mauri Luján (UB), acting as President, Cecília Gassull Bustamante (UAB), acting as secretary, and José Carlos Suárez (Universitat Rovira i Virgili), acting as vocal.

Schools can play an important role in improving the academic performance of boys and girls, and there is evidence that arts education and work through the arts can be very useful in this regard (Winsler et al., 2019 ), also how they can facilitate the increase in confidence in a material and in communicative and cognitive skills (Swapp, 2016), and help the development of will, creativity and affectivity, among other traits of personality ( Touriñán López, 2014), to cite just some current references.

In this order of ideas, the teacher is a promoter agent and a companion of significant learning experiences has the possibility of achieving, through daily practice, that the students discover and connect with the world through cross-cutting strategies d'aprenentatge that they have as a center els llenguatges artístics i les seves metodologies.

Unfortunately, many cops, after marking these objectives, are faced with the obstacle of compting with little training on the various pedagogical, methodological, technical and conceptual changes and advances that have been donated in artistic expression in general and specifically in the last years. Això limits the seves possibilitats of him per to incentivize the capacitats abans enunciades. It is in front of this situation that continuing education programs in artistic education for teachers constitute a necessary support option in the improvement and optimization of the educational system.

It is in the context of this situation that the present research proposes a study of the case applied to 2 schools: the Joan Miró school in Canovelles and the Ferrer i Guàrdia school in Granollers, and that is aimed at verifying the effectiveness of the model. of continuous training of the Itineraris Artístics Self-planning drives from the artistic environment of the CESIRE -Centre of Specific Pedagogical Resources of Support to Innovation and Educational Research of the Department of Education of the Generalitat de Catalunya- and addressed to the teachers of children and primària per tal d'analitzar the conceptual, pedagogical and didactic contributions that produce this type of formative proportional processes.

The final challenge will be, a cop applied to the necessary ones for the verification of the previous comment, to explore the transference of knowledge - of the results obtained - to other areas of knowledge as well as to the rest of the schools in Catalonia.

References:

• Forné, E. (2021). Formación continua en educación artística: sus efectos transformadores en la educación infantil y primaria.  Vol. 42 (09) p.106-123. Revista Espacios. DOI. 10.48082/espacios-a21v42n09p09. https://ja.cat/uNpZU
• Forné, E. (2021). Itinerarios Artísticos Autoplanificados: Un nuevo modelo de formación. En Libro de resúmenes. XVI Congreso Internacional del Arte en la Sociedad. (p.15)  CGScholar & The University of Western Australia https://ja.cat/AdBD6
• Forné, E. et al. (abril, 2020). Itineraris artístics: un nou model formatiu. [webinar]. Centres en línia. Departament d'Educació. Generalitat de Catalunya. https://www.youtube.com/watch?v=5DinC6sO76M