Pedagogical drawing: an approximate study of teaching methodologies in the Early Childhood Education Degree

Abstract

This article explores the ways in which drawing itself acts as a strategy for generating knowledge in the context of educational research. The main objective is to gain a comprehensive understanding of pedagogical practices centered on the language of drawing and to analyze their impact on initial teacher training. Through online questionnaires, aimed at understanding the perception of their pedagogical usefulness, information was collected regarding the visual methodologies adopted in the Art Classroom-Laboratory. The data was provided by 65 students enrolled in the subject Children's Art: Resources for their Knowledge and Development in their fourth year of the Early Childhood Education Degree at the University of Seville. The results will present the assessments and testimonies of the participating students after the training process. However, at an interpretive level, it should be noted that the informants seem to have become more aware of the need to abandon the reproductive methodology received during their school years, which is still prevalent in schools, in favor of one more in line with a contemporary teaching model. A high percentage of students continue to apply the same methodological model under which they were trained, thereby perpetuating passive attitudes toward artistic expression in their future professional careers. These findings highlight the importance of intensifying efforts to continue the educational practice under study.