Emotion, identity and teacher learning: becoming a primary mathematics teacher

El impacto de un programa de enfoque socioconstructivista en las actitudes de futuros profesores de primaria sobre el aprendizaje y la enseñanza en general y sobre las matemáticas en particular

“…As can be seen, the findings of this study are consistent with previous literature and research on this topic, which showed how primary teachers experience anxiety and negative attitudes towards mathematics (Burgess and Mayes 2008, Ernest 1989, Henderson and Rodrigues 2008, Hodgen and Askew 2007, Murphy 2006, Smith 1996.…”

“…The case study conducted by Hodgen and Askew (2007) found that the PD programme of the Cognitive Acceleration in Mathematics Education (CAME) approach promoted teachers' attitudinal changes in relation to mathematics. For example Ursula, one of the participating primary teachers, shifted from…a position of silence, or disconnection with mathematics, to a position of author/ity, a belief in her own active role in the construction of mathematical knowledge (Hodgen and Askew 2007: 471).…”

“We’re NotJustInterested in the Work”: Social and Emotional Aspects of Early Educator Mentoring Relationships

“…In particular, the field would benefit from studies to develop effective strategies targeted for educators who are "not ready to change". As others have argued, teachers' previous emotional experiences can act as barriers to learning (Hodgen & Askew, 2007). Changing the beliefs and practices of early educators who are in the precontemplative stage may require intensive emotional work, akin to counseling programs that specifically deal with intentional behavior change (Prochaska, DiClemente, & Norcross, 1992).…”

“…Changes in teacher practices are most likely to be sustained when teachers experience feelings of autonomy, competence, and collegiality in a professional development program as well as in their work environment (Clement & Vandenberghe, 2000;Deci, Speigel, Ryan, Koestner, & Kauffman, 1982). Even when these conditions are met, changing teacher beliefs and practices can be hard, especially when prior emotional experiences present obstacles for seeing content in a new way (Hodgen & Askew, 2007).…”

El sentido y el significado atribuido a las emociones por el profesorado en formación de la Universidad Pedagógica y Tecnológica de Colombia

“…Para finalizar, se puede señalar que aún son pocos los estudios que abordan aspectos como la salud y el bienestar de los docentes (Cornejo y Quiñonez, 2007), hecho que sugiere la necesidad de incrementar las investigaciones enfocadas en los aspectos afectivos de la formación de maestros (Hodgen y Askew, 2007), especialmente en educación superior (Postareff y Lindblom-Ylänne, 2011), atendiendo a sus propias percepciones y permitiéndoles que expresen su sentir. Por lo tanto, la presente investigación buscó cuestionar los sentidos y significados que los maestros en formación de la Facultad de Ciencias de la Educación de la Universidad Pedagógica y Tecnológica de Colombia -UPTC le concedían a las emociones.…”