Our research presents reports of 20 university teachers, both genders, from different cities of Rio Grande do Sul-BR, about what they think about affectivity in their teaching, aiming to clarify which aspects would be important to be developed by teachers and students, to contribute to better learning and well-being in the university environment, with interviews, analyzing their responses with qualitative technique of content analysis, described by Morais. The theoretical framework is mainly based on studies of: Gardner, Damasio, Casassus, Ekman, Goleman, with details on the development of emotions and feelings; complemented by Mosquera and Stobäus ideas, working in the Research Group Malaise and Wellness in Teaching and Affectivity: expression of feelings in Education. The analysis revealed eight categories: 1) Feelings/emotions in teaching; 2) Behavioral Expression of feelings/emotions; 3) Self-concept in the educational environment; 4) Affectivity and interpersonal relations in educational environment; 5) Affectivity and professional qualification; 6) Affectivity as facilitating/disturbing of learning; 7) Affectivity and identification with the profession; and 8) Affectivity related to Health and Education. As results we emphasize that affectivity/feelings of university teachers is, first, directed to the Personal Aspects (categories 1, 2, 3, 7), second, focused on Social Aspects (categories 4, 6, 8) and, finally, to Institutional Aspects (category 5), which in general leads to the understanding that, for the teachers interviewed, affect is very important in the educational context and depends on individual training (self) so you can be used positively in this environment as a tool for learning, and for healthy interpersonal relationships (contextualization).
The study is a reflection about a part of the theoretical foundation of the doctoral thesis: "The process of building the welfare and quality of life during training in physical education and their future prospects in the direction of Positive Psychology" and the discussions between the authors can be characterized as a theoretical revision. Despite its importance for learning, motivation rarely receives due attention of teachers and researchers. Now with the flourishing of the Positive Psychology in the area, a new study bias that can discuss the importance of knowing better and giving intentional application of motivational concepts begins. Under the influence of positive aspects, it can favor the development of teachers and student positive relationships at the school during their educational process. In this perspective, the teachers must recognize not only planning topics such as methodology, content, evaluation and objectives, but also considering the emotional and motivational dimensions of its operations; they must search through strategies to establish links that contribute to personal flourishing. Therefore, it is evident that it needs to analyze the scenarios of which students come, and what they want to empower on themselves. At the same time, not forgetting the specific topics above, teachers will be able to improve enjoyable environments for their students. As well, as partakers help children, youth and also many adults who all seek sense of wellbeing in educational settings, through the construction of a healthy personal and community project, which is aimed at their maximum possible human potential development.
It is a qualitative research, interviewing 11 teachers reponses of Speical Education PUCRS about over who they think and they say and they act, with the base literature on authors of Special Education and Inclusive Education. We conducted a content analysis of the responses, similar to those of previous studies categories: Use of terminologia-use the nomenclature as synonyms or different; Teacher training come from different areas, with interests and later links with the Special Education, with little training in the area; Satisfactions-happy when their students' progress more in daily life activities, supported by family/colleagues; Dissatisfactions-dislike when parents do not act complementing tasks; Difficulties and trouble-devalued as teachers, face problems in school and beyond, difficulty performing continuous and in-service education for lack of support of the family; Teaching and constant updates are necessary, especially about continuing evaluation, requiring monitoring with multi/interdisciplinary team, the necessity on observe minimal behavioral and cognitive changes are highlighted in the reports; Learning should improve the quality of life of students, progress with language, behavioral controls, increase in social interaction. We highlight the need to discuss about the theories used, the need to perform multi/interdisciplinary activities, have support to continuing education and contextualized curriculum changes and reforms.
This qualitative research examines narratives of 15 teachers, from public and private universities in Porto Alegre-Brazil and public university in Madrid-Spain, about training personal and professional interinfluences using depth interviews, expressed in their narratives about personal, professional and cultural experiences, analyzed using discourse analysis. The following categories are the same as in our another previous work: the option for the profession and remain in it at private university was an intentional choice to be teachers, they have prepared themselves for it. At the public university, they have had some intentionality, enjoying the opportunity to replace colleagues, then undergoing a contest to be effective teachers, and the permanence of both groups is given in order to perform a broader social job; Personal influences, both groups have mentioned that their family and professors/friends examples and contacts with colleagues were good influences on their "decision"; Professional influences, clearly denote here the construction of teachers' subjectivity, in both groups appears the role of a mmntor, as being relevant and meaningful, also teachers stress that their students are important for stimulating professional growth and constant updating. The differences appear much more as identity/identification with the private university, in the public it is more as "fight" and a sense of vindication; Existential route, make clear the process, such as personal and professional view, expanding the construction of their existential dynamic and the need for developing a recognition and self-awareness; Cultural influences, which highlight the globalization, means that there are similarities in the conceptions of life and future prospects, on the other hand, each institution, with its philosophy and dynamics, makes it extremely significant to create situations for the cultural vision of the democratic and social processes. The results also show that these teachers are aware of their personal history influences on their work performance, expressed in feelings and very similar values, their academic lives has more similarities than differences, the stories indicate paths of personal and professional formation are very close, and their story had great cultural influence on their personal and professional development as teachers.
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