La característica de la enseñanza de la arte que combina prácticas educativas diferenciadas y un modelo de aprendizaje basado en proyectos
Resumen
En los últimos años, se ha puesto cada vez más énfasis en la aplicación del aprendizaje basado en proyectos y la instrucción diferenciada en entornos educativos, a medida que los educadores reconocen cada vez más su importancia para motivar a los estudiantes y crear experiencias de aprendizaje más interactivas. Este estudio busca explorar las perspectivas del profesorado de arte sobre la eficacia de combinar la instrucción diferenciada con el aprendizaje basado en proyectos para apoyar la comprensión de los estudiantes en arte. Mediante un diseño secuencial de métodos mixtos, se recopilaron datos mediante un cuestionario completado por 190 profesores de arte, seguido de una discusión grupal con ocho participantes seleccionados. Los hallazgos revelan que el profesorado de arte considera el aprendizaje basado en proyectos un enfoque pedagógico valioso que promueve una mayor participación estudiantil, fortalece la interacción social en el aula, fomenta la apreciación cultural y apoya la aplicación práctica de estrategias de instrucción diferenciada. Estos resultados tienen implicaciones más amplias en áreas como la formación docente, el liderazgo académico, el desarrollo curricular y la política educativa. Además, las perspectivas derivadas de este estudio podrían tener relevancia más allá de la enseñanza de la arte, ofreciendo contribuciones significativas a otras disciplinas académicas. Los hallazgos también sirven como una referencia útil para investigadores y educadores que buscan exploraciones más profundas en la integración del aprendizaje basado en proyectos y la instrucción diferenciada tanto en la educación en arte como en contextos pedagógicos más amplios.
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