¿cómo Se Relacionan Las Emociones Y Los Procesos De Enseñanza-Aprendizaje? Las Concepciones De Los Docentes De Educación Primaria

Silva, Rodolfo Bächler; Pozo-Municio, Juan Ignacio

doi:10.4067/s0718-50652020000100213

Cited by 3 publications

(7 citation statements)

References 14 publications

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“…This acceptance is complemented by the overwhelming rejection expressed by future teachers regarding the more complex conception called "Emotional-cognitive integration." In fact, none of the profiles identified in the study proved to be fully integrative of emotions in cognitive processes as we found in a study conducted with teachers in practice (Bächler and Pozo, 2020). Given its intrinsic characteristics, the most complex profile that emerged from this research, was considered as "Transition toward emotional-cognitive integration, " in the sense that it would be a profile of students who would be "about to take the leap" toward the most complex conception: "Emotionalcognitive integration.…”

Section: Reflections About Teachers' Conceptions About the Relationships Between Emotions And Teaching And Learning Processes Evaluationcontrasting

confidence: 61%

“…Finally, to complete the knowledge about CE-TL, it is necessary to comment that the perspectives described above, served as a framework for a larger study with a sample of 470 teachers of different profiles, who were evaluated with respect to their conceptions with a dilemma questionnaire (Bächler and Pozo, 2020). Results of this study gave a generalized orientation, in the sample of teachers, in the sense of considering emotions under the mode called "Influence of emotions on cognition."…”

Section: Emotional-cognitive Integration: Teaching and Learning As Affective Processesmentioning

confidence: 99%

“…In the present study, two types of instruments were used, each associated with different stages of the research process. For the initial phase of the study, which consisted of the evaluation of CE-TL, we used a questionnaire of previously validated dilemmas (Bächler and Pozo, 2020), which was applied to the entire sample of students. The instrument contained twelve teachinglearning situations, which posed an educational conflict to which there were three response alternatives.…”

Section: Data Production Techniquesmentioning

confidence: 99%

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School Memories of Preservice Teachers: An Analysis of Their Role in the Conceptions About the Relationships Between Emotions and Teaching/Learning Processes

Silva

Salas

2021

Front. Psychol.

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With the aim of exploring the role of emotional elementary school memories that preservice teachers have, in their conceptions about the relationships between emotions and teaching-learning processes, a study was carried out. The sample consisted of all first-year preservice teacher from one campus of a Chilean public university (167 students). The study used a mixed method research composed of two stages. In the first part (quantitative), the conceptions of the preservice teachers were evaluated by means a dilemma questionnaire. In the second part (qualitative), a retrospective imagery was applied to a subgroup of thirty participants from the total sample with the aim of detecting and analyzing emotionally significant memories of teaching-learning situations in elementary school. The result of the first part of the study showed that most of preservice teachers maintain conceptions that separates affect and cognition as non-integrated processes. The results of the second part revealed that preservice teachers remember different types of experiences, most of them are associated with the characteristic and behavior from their primary school teachers. Finally, the recovered memories were analyzed in terms of their relationship with conceptions, concluding that having experienced fear in school could be a factor related to the type of conceptions held.

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Section: Reflections About Teachers' Conceptions About the Relationships Between Emotions And Teaching And Learning Processes Evaluationcontrasting

confidence: 61%

Section: Emotional-cognitive Integration: Teaching and Learning As Affective Processesmentioning

confidence: 99%

Section: Data Production Techniquesmentioning

confidence: 99%

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School Memories of Preservice Teachers: An Analysis of Their Role in the Conceptions About the Relationships Between Emotions and Teaching/Learning Processes

Silva

Salas

2021

Front. Psychol.

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“…Otros estudios tratan sobre el desarrollo de habilidades socioemocionales de los futuros docentes, sobre la problematización del ámbito emocional en el aula y en la construcción de comunidades educativas y sobre la necesidad de potenciar la formación al respecto (Bächler y Pozo-Municio, 2020;Aristulle y Paoloni-Stente, 2019;Sánchez, 2019).…”

Section: Introductionunclassified

Formación inicial docente en convivencia escolar: prácticas, estrategias y temáticas

Loubies,

Valdivieso Tocornal

2023

Rev. enfoques educ.

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La convivencia escolar es una dimensión de la educación y una responsabilidad pedagógica para los docentes. No obstante, todavía existe falta de herramientas y de preparación del profesorado en este ámbito. Este estudio explora las estrategias y las prácticas formativas empleadas en la formación inicial docente para la formación sobre convivencia escolar. Se analizaron cualitativamente diez entrevistas en profundidad a formadores de formadores vinculados a dos universidades de Santiago de Chile. Como hallazgos, se respaldó la percepción de insuficiencia y de desarticulación de la formación en convivencia. Se evidenciaron prácticas y estrategias pedagógicas emergentes en las asignaturas (formación teórica y métodos didácticos) y en las prácticas profesionales en el medio escolar (taller de práctica y supervisión). Finalmente, se relevaron temáticas de interés en la formación: gestión del clima de aula, diversidad del alumnado, maltratos y violencia escolar, colaboración entre docentes y otros adultos de la comunidad y análisis de las políticas educacionales. Se espera que estos hallazgos contribuyan a la construcción de un currículum de formación docente en la materia.

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“…(Dweck, 1999); and what do they think about the role of emotions in educational processes? (Bächler Silva and Pozo, 2020). These are just a few examples of the wide range of topics addressed from the conceptual and methodological umbrella constituted by the study of teaching beliefs.…”

mentioning

confidence: 99%

The role of emotions in educational processes: the conceptions of teacher educators

Bachler,

Segovia-Lagos,

Porras

2023

Front. Psychol.

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The research shows that a very important part of initial teacher education is to reformulate the beliefs that student teachers bring with them from their school experience. These beliefs, which are intuitive in nature, deal with different educational topics and one area that is currently of great importance, due to the emotional turn that the educational system is experiencing, are the beliefs that student teachers hold about the role of emotions in educational processes. In a world full of views that portray emotions as discrete states that are separate from cognitive processes, it is a priority for initial teacher development to train future teachers to hold conceptions that consider the deep emotional-cognitive integration that exists in the human brain. At the same time, this process requires teacher educators (hereafter referred to as TEs) who hold conceptions on this topic that are aligned with the most current scientific knowledge on the subject. However, we do not know how the conceptions that TEs maintain on this topic are, since, until now, research on conceptions has focused on other types of educational topics. Considering the foregoing, this study aimed to evaluate the conceptions that TEs have on this topic, using a questionnaire of dilemmas that was applied to 68 TEs from different universities. The results obtained show that the TEs maintain perspectives on the role of emotions in the teaching and learning processes that oscillate between dualism and emotional-cognitive integration. In addition, it was found that TEs’ perspectives tend to be more integrative when considering attitudinal learning than when considering verbal learning. Finally, the study shows that maintaining integrative perspectives is more difficult when educational situations involve emotions of positive valence that may constitute an obstacle for teaching and learning. The results are discussed, and a series of reflections are elaborated in order to analyze to what extent the beliefs held by TEs are adequate as a cognitive basis for reformulating the conceptions held by student teachers on this issue.

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¿cómo Se Relacionan Las Emociones Y Los Procesos De Enseñanza-Aprendizaje? Las Concepciones De Los Docentes De Educación Primaria

Cited by 3 publications

References 14 publications

School Memories of Preservice Teachers: An Analysis of Their Role in the Conceptions About the Relationships Between Emotions and Teaching/Learning Processes

School Memories of Preservice Teachers: An Analysis of Their Role in the Conceptions About the Relationships Between Emotions and Teaching/Learning Processes

Formación inicial docente en convivencia escolar: prácticas, estrategias y temáticas

The role of emotions in educational processes: the conceptions of teacher educators

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