El Arte Como Herramienta Pedagógica en la Formación Inicial Docente en Educación Preescolar

Abstract

This research constitutes a first exploratory approach investigating whether the systematic implementation of artistic practices in initial teacher training elicits positive perceptions of pedagogical impact. An exploratory design was employed with a convenience sample of 50 trainee teachers, of whom 34 were analyzed due to inclusion criteria and response quality. The sample size was justified through a minimal acceptable power calculation appropriate for a pilot study. Non-parametric tests (Mann-Whitney U, Kruskal-Wallis) were applied, effect sizes (Cohen’s d, η²) and 95 % confidence intervals were calculated, revealing significant correlations between frequency of artistic practices and perceptions of professional commitment, socio-emotional expression, and pedagogical knowledge construction. The sample was characterized by notable sociodemographic diversity. Preliminary findings suggest that systematic use of art supports key dimensions of teacher development, resonating with theories of multiple intelligences, critical pedagogy, and reflective learning. As a pilot study it establishes empirical foundations that guide future research with probabilistic samples and mixed methodologies. This study represents a first exploratory approach establishing empirical foundations for subsequent, more robust studies, the initial evidence generated informs the planning of longitudinal and mixed-methods research, and future investigations could further deepen the sustained impact of art in teacher training.