Relationship of the Didactic of Plastic Expression with the reality of the classroom: perception of future teachers when taking professional practices in school

Abstract

Introduction: Practicum is an essential component in the professional training of future primary teachers. However, there is a lack of studies that review the perception of university students about the relationship of university education in the field of Didactics of Plastic Expression and practice in the classroom. Methodology: The objective was to observe this perception in 120 future teachers (between 20 and 27 years old), through a virtual debate. Results: 89,38% perceive a coherence of the knowledge acquired at the University, 81,25% consider it useful, there is heterogeneity about whether they perceive Plastic as a specific or methodological subject, and positively value artistic training in both classrooms (57,14%), although with aspects that can be improved (42,86%). Discussions: The positive assessment is for the experiential basis of the subject and the aspects that can be improved invite to enrich the practices with didactics. Conclusions: Research should be done in Didactics of Plastic Expression and design action guides for its implementation in school.