2026-04-19T09:33:03Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/108562025-09-11T00:06:17Zcom_10259_4145com_10259_5086com_10259_2604com_10259_7130col_10259_7319col_10259_9076

Sanz Camarero, Raquel 896 600 0000-0002-9799-7032 Ortiz Revilla, Jairo 663 600 0000-0002-9138-0832 Nieto Miguel, Ignacio 802 600 0000-0002-2066-6761 2025-09-10T12:33:33Z 2025-09-10T12:33:33Z 2024-10 978-3-031-69211-6 978-3-031-69209-3 https://hdl.handle.net/10259/10856 10.1007/978-3-031-69209-3_3 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. We are grateful for the participation and commitment of the students involved in this research. This research was funded by the Ministry of Science and Innovation of Spain which financed the research project Prototipos Curriculares Integrados e Inclusivos para propuestas STEAM-PCI2S (PDC2021-121498-I00). application/pdf eng Springer Transdisciplinarity in Citizenship Education: Challenges, Advances, and Research Proposals, p. 47-60 https://doi.org/10.1007/978-3-031-69209-3_3 info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica, Técnica y de Innovación 2017-2020/PDC2021-121498-I00/ES/PROTOTIPOS CURRICULARES INTEGRADOS E INCLUSIVOS PARA PROPUESTAS STEAM/ Integrated education Arts education Arts integration Trainee teachers Teacher training Primary Education Enseñanza superior Profesores-Formación profesional Education, Higher Teachers-Training of Exploring the Significance of the Arts in the Integrated Proposal Designs of Trainee Teachers info:eu-repo/semantics/bookPart info:eu-repo/semantics/publishedVersion info:eu-repo/semantics/closedAccess 26 47 60 THUMBNAIL Sanz-Exploring_Significance_Arts_Integrated_2024.pdf.jpg Sanz-Exploring_Significance_Arts_Integrated_2024.pdf.jpg IM Thumbnail image/jpeg 4564 https://riubu.ubu.es/bitstream/10259/10856/3/Sanz-Exploring_Significance_Arts_Integrated_2024.pdf.jpg c73e507daf4978298d50c43de43553bb MD5 3 LICENSE license.txt license.txt text/plain; charset=utf-8 1362 https://riubu.ubu.es/bitstream/10259/10856/2/license.txt 5d013bfa6e473ff0db22cd82a4d71a70 MD5 2 ORIGINAL Sanz-Exploring_Significance_Arts_Integrated_2024.pdf Sanz-Exploring_Significance_Arts_Integrated_2024.pdf Archivo cerrado application/pdf 178237 https://riubu.ubu.es/bitstream/10259/10856/1/Sanz-Exploring_Significance_Arts_Integrated_2024.pdf b32923cdba642dcdc5b9def142ba63d7 MD5 1 10259/10856 oai:riubu.ubu.es:10259/10856 2025-09-11 02:06:17.578 Repositorio Institucional de la Universidad de Burgos bubrep@ubu.es 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