How do teachers conceive the role of emotions in teaching and learning? An analysis of the affective component of their beliefs / ¿Cómo conciben los docentes el rol de las emociones en la enseñanza y el aprendizaje? Un análisis del componente afectivo de sus creencias

Abstract

The study below analyses the characteristics of the discourse of 32 primary school instructors who, according to the findings of a previous study, had different conceptions of emotions and their role in the teaching-learning process. The objective was to explore whether different affective characteristics emerged in their discourse when the teachers spoke about the emotions produced in the classroom within the context of an individual interview. A lexicometric analysis was performed of the complete transcriptions of the interviews in which a secondary analysis of the discourses was considered based on the following affective characteristics: predominant emotional valence, degree of empathy with the students' emotions, and the way of viewing emotional management in the classroom. Four profiles were identified: instructors uncomfortable with problematic and incomprehensible behaviours; teachers who experience their students' emotions as a problem; instructors primarily focused on themselves; empathetic and reflective teachers concerned with handling emotions in the classroom.

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

“…In addition, because of the greater awareness of the role of emotions in educational processes after the pandemic generated by COVID-19 ( Granda Granda and Granda Carrión, 2021 ) it seems more important than ever to promote among future teachers a renewed view on this topic that is aligned with current scientific knowledge on emotions. In this respect, an element that seems essential to consider is the recognition of the close interweaving of cognitive and affective processes ( Gu et al, 2012 ; Bächler et al, 2018 ; Dejene, 2020 ; Bächler and Salas, 2021 ) and, therefore, the immanent presence of emotions in every educational process. If we want to develop an education that recovers its social and human character by abandoning the Taylorist, technicist, and standardizing visions that have caused so much damage to our education, we need a new generation of teachers who believe that emotions are at the core of every teaching and learning process and who develop pedagogical practices that break with the endemic emotional-cognitive dualism in our society and school systems ( Searle, 1996 ; Claxton, 2005 ).…”

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

“…Recently, teachers' Conceptions about the relationships between Emotions and Teaching and Learning processes (CE-TL) have been investigated (Bächler et al, 2018). CE-TL refers to teachers' conceptions about the role that emotions play in learning verbal content such as math, language, or others of the same type.…”

Engagement de los alumnos en la escuela: Perspectivas sociales y psicológicas

“…El estudio de Wang, Su, & Wen (2018) en China, centrado en el profesorado de Educación Infantil concluyen en la necesidad de estudiar la empatía en este periodo preescolar tan crítico para el desarrollo individual del docente. En Chile, un estudio realizado a profesorado de Primaria (Bächler, Pozo, & Scheuer, 2018) pone el acento en el perfil de docentes empáticos y reflexivos preocupados por manejar las emociones en el aula. En este mismo país, junto con España, se ha realizado un estudio para evaluar las habilidades empáticas de futuros maestros y las posibles implicaciones educativas (Segarra, Muñoz, & Segarra, 2016).…”