Educação em artes e a formação da identidade profissional docente no contexto digital do Vietnã

Ha Thanh Huong; Tran Huu Hoan

doi:10.22633/rpge.v30iesp1.20917

Autores/as

Ha Thanh Huong Academia Nacional de Gestão da Educação https://orcid.org/0000-0003-0296-1895
Tran Huu Hoan Academia Nacional de Gestão da Educação https://orcid.org/0000-0003-4923-9293

DOI:

https://doi.org/10.22633/rpge.v30iesp1.20917

Palabras clave:

Educación artística, Identidad profesional docente, Transformación digital, Formación docente, Vietnam

Resumen

En el contexto de una rápida transformación digital, la formación docente está experimentando cambios significativos en la pedagogía, los roles profesionales y la construcción de la identidad. La educación artística, al enfatizar la creatividad y la reflexión, puede apoyar a los docentes en la adaptación a entornos de aprendizaje mediados digitalmente. Este estudio examina el papel de la educación artística en la formación de la identidad profesional docente en Vietnam. Se empleó un enfoque de métodos mixtos con 187 participantes, incluidos docentes en formación inicial y profesores, utilizando encuestas, entrevistas y el análisis de artefactos digitales de aprendizaje provenientes de tres instituciones. Los resultados cuantitativos muestran percepciones positivas sobre la educación artística digital y su relevancia para el desarrollo profesional. Los hallazgos cualitativos destacan cómo la práctica reflexiva, el compromiso creativo y la expresión pedagógica contribuyen a la formación de la identidad, los valores profesionales y la competencia docente. El estudio también identifica factores facilitadores y desafíos clave, enfatizando la importancia del diseño instruccional y el apoyo institucional. Estos resultados ofrecen implicaciones prácticas para políticas, el desarrollo curricular y el crecimiento profesional docente en contextos digitales.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Ha Thanh Huong, Academia Nacional de Gestão da Educação

Academia Nacional de Gestão da Educação, cidade de Hanói, Vietnã.

Tran Huu Hoan, Academia Nacional de Gestão da Educação

Academia Nacional de Gestão da Educação, cidade de Hanói, Vietnã.

Citas

Aluri, J., Ker, J., Marr, B., Kagan, H., Stouffer, K., Yenawine, P., & Chisolm, M. S. (2023). The role of arts-based curricula in professional identity formation: Results of a qualitative analysis of learners’ written reflections. Medical Education Online, 28(1), 2145105. https://doi.org/10.1080/10872981.2023.2145105

Boice, K. L., Jackson, J. R., Alemdar, M., Rao, A. E., Grossman, S., & Usselman, M. (2021). Supporting teachers on their STEAM journey: A collaborative STEAM teacher training program. Education Sciences, 11(3), 105. https://doi.org/10.3390/educsci11030105

Burke, K. (2020). Virtual praxis: Constraints, approaches, and innovations of online creative arts educators. Teaching and Teacher Education, 92, 103064. https://doi.org/10.1016/j.tate.2020.103064

Burke, K. (2021). “How can the creative arts possibly be taught online?” Perspectives and experiences of online educators in higher education. Asia-Pacific Journal of Teacher Education, 49(3), 223–236. https://doi.org/10.1080/1359866X.2020.1863350

Chow, C., & Leung, C. (2018). Redefining university leadership for the 21st century. Bentham Science Publishers. https://doi.org/10.2174/97816810874981180101

Dinham, J. (2024). Enacting the signature pedagogies of arts education in the online learning environment for primary teacher education. Asia-Pacific Journal of Teacher Education, 52(2), 155–169. https://doi.org/10.1080/1359866X.2023.2209471

Gonzalez-Zamar, M. D., & Abad-Segura, E. (2020). Implications of virtual reality in arts education: Research analysis in the context of higher education. Education Sciences, 10(9), 225. https://doi.org/10.3390/educsci10090225

Huong, H. T., Tri, N. Q., & Hoan, T. H. (2025). Educational leadership in arts teacher training: Cultural preservation and managerial competencies in Vietnam. International Journal on Culture, History, and Religion, 7(SI2), 862–879.

Jing, M., Guo, Z., Wu, X., Yang, Z., & Wang, X. (2025). Higher education digital academic leadership: Perceptions and practices from Chinese university leaders. Education Sciences, 15(5), 606. https://doi.org/10.3390/educsci15050606

Kamran, M. (2025). Educational leadership in a digital era: Navigating challenges and opportunities. AL-IMAN Research Journal, 3(1), 188–199. https://doi.org/10.46328/ijtes.605

Kenny, A., Finneran, M., & Mitchell, E. (2015). Becoming an educator in and through the arts: Forming and informing emerging teachers’ professional identity. Teaching and Teacher Education, 49, 159–167. https://doi.org/10.1016/j.tate.2014.10.008

Kim, D., Long, Y., Zhao, Y., Zhou, S., & Alexander, J. (2021). Teacher professional identity development through digital stories. Computers & Education, 162, 104040. https://doi.org/10.1016/j.compedu.2020.104040

Lehrman, A. L. (2025). Embodied learning through immersive virtual reality: Theoretical perspectives for art and design education. Behavioral Sciences, 15(7), 917. https://doi.org/10.3390/bs15070917

Serna-Mendiburu, G. M., & Guerra-Tamez, C. R. (2024). Shaping the future of creative education: The transformative power of VR in art and design learning. Frontiers in Education, 9, 1388483. https://doi.org/10.3389/feduc.2024.1388483