https://hdl.handle.net/10259/7130 2026-04-22T09:24:36Z 2026-04-22T09:24:36Z López Izquierdo, María Nieto Miguel, Ignacio https://hdl.handle.net/10259/10858 2025-09-12T00:05:24Z 2024-01-01T00:00:00Z

La escucha dentro del enfoque STEAM Integrado: punto de partida para una escucha crítica y reflexiva López Izquierdo, María; Nieto Miguel, Ignacio

2024-01-01T00:00:00Z Sanz Camarero, Raquel Ortiz Revilla, Jairo Nieto Miguel, Ignacio https://hdl.handle.net/10259/10856 2025-09-11T00:06:17Z 2024-10-01T00:00:00Z

Exploring the Significance of the Arts in the Integrated Proposal Designs of Trainee Teachers Sanz Camarero, Raquel; Ortiz Revilla, Jairo; Nieto Miguel, Ignacio In this contemporary era, the world has become a complex web of interconnections that requires integrated solutions to address the problems that we are facing. The need is emphasized in education, and even more so in teacher training to integrate knowledge from various disciplines, including the arts. However, when the arts are incorporated into integrated proposals, there is a tendency to adopt an instrumentalist perspective, and to relegate the intrinsic value of all artistic disciplines to a secondary level. Therefore, the aim of this study is to inquire into the ways that trainee-teachers can include the arts within the design of integrated didactic proposals, in order to detect their significance and the shortcomings and areas for improvement in teacher training. To do so, during the 2023–2024 academic year, N = 15 students following the Bachelor’s Degree in Primary Education at the Faculty of Education of the University of Burgos (Spain) were asked to design Learning Situations. The results confirmed that the arts were still at the service of other disciplines, and that learning within this area continued to be superficial, to such an extent that there was almost no learning of artistic competency. It concludes by reflecting on the benefits of teaching collaboration, co-teaching and the approach of integrated practices to improve this situation.

2024-10-01T00:00:00Z Nieto Miguel, Ignacio Sanz Camarero, Raquel Ortiz Revilla, Jairo Greca Dufranc, Ileana María https://hdl.handle.net/10259/10854 2025-09-11T00:06:27Z 2023-12-01T00:00:00Z

La Potencialidad de la Educación STEAM Integrada y el Papel del Arte para la Internacionalización de la Formación Docente Nieto Miguel, Ignacio; Sanz Camarero, Raquel; Ortiz Revilla, Jairo; Greca Dufranc, Ileana María La Educación Superior representa hoy un escenario cada vez más multicultural, a su vez inmerso en una sociedad demasiado individualista y alejada del desarrollo social colectivo. Desde las universidades de habla hispana, nos encontramos así ante una imperante necesidad de potenciar la internacionalización y la inclusión, así como de dotar de significado social a nuestra docencia. En el presente estudio desarrollamos una reflexión que plantea el gran interés de fomentar la implementación de la emergente educación STEAM integrada en la Educación Superior y, especialmente, por su utilidad pedagógica, en aquella dedicada a la formación de futuros docentes. Focalizamos con un particular énfasis el papel de la integración del arte como canalizador de una educación intercultural e inclusiva que permita la creación de sinergias y la búsqueda de un lenguaje común en la Educación Superior y la formación docente.; Higher education today represents an increasingly multicultural landscape, immersed in an overly individualistic society that is far removed from collective social development. At Spanish-speaking universities, we thus face a pressing need to promote internationalization and inclusion, as well as to endow our teaching with social significance. In this study, we develop a reflection that raises the significant interest in promoting the implementation of emerging STEAM education integrated into Higher Education, especially, given its pedagogical usefulness, in education dedicated to the training of future teachers. We place particular emphasis on the role of integrating the arts as a channel for intercultural and inclusive education that allows for the creation of synergies and the search for a common language in Higher Education and teacher training.

2023-12-01T00:00:00Z Ollora Triana, Natalia López Perea, Eva María Jiménez Eguizábal, Alfredo https://hdl.handle.net/10259/9501 2024-07-27T00:05:30Z 2022-12-01T00:00:00Z

Semiología de la danza escénica: aportación de conocimientos en el currículum de la formación superior Ollora Triana, Natalia; López Perea, Eva María; Jiménez Eguizábal, Alfredo La formación en danza se incorpora al Espacio Europeo de Educación Superior con la publicación del rd 1614/2009 que ordena las Enseñanzas Artísticas Superiores. Un año más tarde, con idéntica orientación, el rd 632/2010 define los planes de estudio. Proceso de integración que origina profundas transformaciones en la formación, especialmente en lo relacionado con el desarrollo del aprendizaje autónomo y la adquisición de competencias. Desde el paradigma de investigación plural, análisis cualitativo e investigación basada en el arte, nos proponemos como objetivos analizar la escena y definir los signos con significación que construyen la creación como parte de la semiología dancística, para después concretar la contribución de esta delimitación teórica en el desarrollo de las competencias y como herramienta para el aprendizaje autónomo. Entre las conclusiones destacamos cómo conocer y delimitar estos signos coexistentes en la escena favorece lograr las competencias específicas asignadas a la danza, aportando calidad y evolución como estudios superiores.; Studies in dance are incorporated into the European Higher Education Area with the publication of Royal Decree 1614/2009, which governs Higher Arts Studies. On the basis of the latter, Royal Decree 632/2010 is drawn up, which sets the framework for the definition of study plans. This integration gives rise to profound transformations which have repercussions in the study processes, such as those related to the development of autonomous learning and the acquisition of competences. From the paradigm of pluralistic research, qualitative analysis and Arts-based research, we set ourselves the objectives of analysing the scene and defining the signs with signification which construct the creation as a part of dance semiology, in order, subsequently, to objectify the contribution of this theoretical delimitation in the development of competences and as a tool for autonomous learning. Among the conclusions, we highlight how knowing and delimiting these coexisting signs in the scene favours the achievement of the specific competences assigned to dance, providing quality and evolution as higher studies.

2022-12-01T00:00:00Z