Influence of interest in visual arts on the soft skills of future teachers
DOI:
https://doi.org/10.37467/revtechno.v11.4409Keywords:
Interest in the visual arts, Soft skills, Future teachers, Undergraduates, Education, Art, Artistic educationAbstract
Art develops soft skills. However, the management of the latter and the work of the arts are relegated to the background in education. Hence, the need to observe the link between soft skills based on the low and high interest in visual arts in a sample of 589 future teachers. The results showed that interest in the visual arts was higher in most dimensions of soft skills. Likewise, these factors predict high interest in visual arts. Scientific knowledge in this field should be expanded.
References
Álvarez, S. (2015). La autonomía personal y la autonomía relacional. Análsis Filosófico, 35 (1), 13-26. https://doi.org/10.36446/af.2015.44
Aparicio-Flores, M. P. y Esteve-Faubel, R. P. (2021). Estudio de caso con diagnóstico de TDA-H: influencia de las artes plásticas en el rendimiento académico del lenguaje. En P. V. Salido-López y M. R. Irisarri-Juste (Coords.), Reflexiones multidisciplinares para el tratamiento de la competencia artística y la formación cultural (pp. 135-144). Ediciones de la Universidad de Castilla-La Mancha.
Bell, S. (2010). Project based learning for the 21 st century: skills for the future. The Clearing House, 83 (2), 39-43. https://doi.org/10.1080/00098650903505415
Brandon, P. R. y Lawton, B. E. (2013). The development, validation, and potential uses of the student interest in the arts questionnaire. Studies in Educational Evaluation, 39, 90-96. http://dx.doi.org/10.1016/j.stueduc.2013.01.001
Carrillo-Santarelli, N. (2017). La influencia artística de las emociones y la empatía en el contenido, la interpretación y la efectividad del derecho internacional [The artistic influence of emotions and empathy in the content, interpretation an effectiveness of international law]. Anuario Mexicano de Derecho Internacional, 37, 65-111.https://doi.org/10.22201/iij.24487872e.2017.17.11032
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Lawrence Erlbaum Associates.
De Santis, C. y Stanzione, I. (2020). Perception of soft skills. Adaptation and try-out of the 3SQ – Soft skill self-evaluation questionnaire for lower secondary school students. Italian Journal of Educational Research, 25, 63-73. https://doi10.7346/sird-032020-p63
Deulofeu-Piquet, J. y Vilallonga-Pons, J. (2018). Resolución de problemas y regulación de aprendizaje [Problem solving and regulation in learning]. Educatio Siglo XXI, 36 (3), 153-176. http://dx.doi.org/10.6018/j/349951
Du Mérac, E. R. y De Santis, C. (2020). Contesti di apprendimiento delle soft skill degli studienti. Italian Journal of Educational Research, 1, 147-155.
Esteve-Faubel, J. M. (2019). La educación musical y el comparatismo [Comparative music education]. Revista Española de Educación Comparada, 34, 41-61. https://doi.org/10.5944/reec.34.2019.24243
Esteve-Faubel, R. P., Aparicio-Flores, M. P. y Oller-Benítez, A. (2021). Creencias y satisfacción del alumnado sobre la asignatura de Didáctica de la Expresión Plástica. En R. Satorre-Cuerda (Ed.), Nuevos retos educativos en la enseñanza superior frente al desafío COVID-19 (pp. 509-517). Octaedro
European Union (2011). Transferability of skills across economic sectors: role and importance for employment at European level. Publications Office of the European Union.
Gude, O. (2013). New school art styles: the project of art education. Art Education, 66 (1), 6-15. https://doi.org/10.1080/00043125.2013.11519203
Guzmán-Sierra, A. J., García-Sandoval, P. A. Y Guerrero-Fagua, N. (2020). Apreciaciones del maestro guía sobre el desarrollo de la práctica pedagógica profesional [Teacher’s appreciations guide to the development of professional pedagogical practice]. Revista Espacios, 41 (39), 149-162.
Jaquith, D. B. (2011). When is creativity? Intrinsic motivation and autonomy in children’s artmaking. Art Education, 64 (1), 14-19. https://doi.org/10.1080/00043125.2011.11519106
Jeffers, C. S. (2009). Within connections: empathy, mirror neurons, and art education. Art Education, 62 (2), 18-23. https://doi.org/10.1080/00043125.2009.11519008
Kidd, C. y Hayden, B. Y. (2015). The psychology and neuroscience of curiosity. Neuron, 88 (3), 449-460. https://doi.org/10.1016/j.neuron.2015.09.010
questionnaire (3sq), characteristics and psychometric proprieties]. Ricerche, 3, 609-622
Lucisano, P. y Du Mérac, E. R. (2019). Rapporto Teens‘ Voice. I giovani tra passato, presente e futuro. Nuova Cultura.
Marcović, S. (2012). Components of aesthetic experience: aesthetic fascination, aesthetic appraisal, and aesthetic emotion. I-Perception, 3 (1), 1-17. https://doi.org/10.1068/i0450aap
Martín-Piñol, C., Portela-Fontán, A., Gustems-Carnincer, J. y Calderón-Garrido, D. (2017). Arte y educación emocional: una propuesta en la formación inicial de maestros. Revista de Ciències de l’Educació, 1, 6-20. http//dx.doi.org/10.17345/ute.2017.1.1008
McCrae, R. y Costa, P. (2012). Personality in adulthood: a five factor theory perspective. Guilford Press.
Mohd-Hawari, A. D. y Mohd-Noor, A. I. (2018). Challenges in the teaching of art common practices to enhance students’ soft skills via project-based learning. Advances in Social Science, Education and Humanities Research, 239, 26-31.
Morales-Caruncho, X. y Chacón-Gordillo, P. (2018). Percepción y conocimiento de dos grupos de futuros docentes de educación primaria sobre la educación artística y las competencias que desarrolla. Investigación, 23 (77), 527-546.
Mustofa, G. G., Ana, A., Widiaty, I., Vina-Dwiyanti, M. (2020). Improving learning performance by applying multi-platform e-rubric as a soft skills assessment instrument in the creative-art area of Indonesian vocational education. Journal of Engineering Science and Technology, 61-69.
Nagelkerke, N. J. D. (1991). A note on a general definition of the coefficient of determination. Biometrika, 78 (3), 691-692.
OECD (2015). Skills for social progress: the power of social and emotional skills. OECD Skills Studies. OECD Publishing. https://doi.org/10.1787/9789264226159-en
Perelley, M. (2017). Soft skill e orientamento professionale. CNOSFAP.
Robey, K. L., Reed, M. D., Steiner, P. L. y Wilkenfeld, B. F. (2018). Fine arts participation, self-determination, and locus of control among persons in developmental disabilities. An International Journal for Research, Policy and Practice, 10 (1), 45-56. https://doi.org/10.1080/17533015.2016.1247900
Rusu, M. (2017). Emotional development through art expressions. Review of Artistic Education, 13, 227-238. https://doi.org/10.1515/rae-2017-0029
Scippo, S. y Rubat-du Mérac, E. (2021). Criterion validation of the scales of autonomy, collaboration, empathy, problem-solving and self-confidence of the 3SQ: Soft skills self-evaluation questionnaire adapted for lower secondary school. ECPS Journal, 24, 193-210. https://dx.doi.org/10.7358/ecps-2021-024-scme
Simkin, H., Etchezahar, E. y Ungaretti, J. (2012). Personalidad y autoestima desde el modelo y la teoría de los cinco factores. Hologramática, 17 (2), 171-193.
Tito-Maya, M. D. y Serrano-Orellana, B. (2016). Desarrollo de soft skills una alternativa a la escasez del talento humano [Development of sof skills an alternative to the shortage of human talent]. INNOVA Research Journal, 1 (12), 59-76. https://doi.org/10.33890/innova.v1.n12.2016.81
Downloads
Published
How to Cite
Issue
Section
License
Those authors who publish in this journal accept the following terms:
- Authors will keep the moral right of the work and they will transfer the commercial rights.
- After 1 year from publication, the work shall thereafter be open access online on our website, but will retain copyright.
- In the event that the authors wish to assign an Creative Commons (CC) license, they may request it by writing to publishing@eagora.org
