Las actitudes y emociones en el profesorado de formación inicial hacia el proceso de enseñanza y aprendizaje de una segunda lengua

Resum

Emotion, beliefs and attitudes present in English language learning is an essential area of investigation in order to ensure teaching efficiency in future preschool teachers. To do so, this study is organized in three phases. Firstly, an analysis is undertaken to determine the demographic and academic backgrounds of students who enroll in the course English for Preschool Education. At the same time communicative competencies and their relationship to students’ emotions, beliefs and attitudes throughout their academic studies is examined. In the second phase, according to the results obtained prior, an intervention program is developed which will be implemented in the classroom, designed to work said competencies while also creating a space for reflection that benefits students’ metacognitive process. Finally, in the third phase of the study, the result of this intervention will be examined, in terms of its significant effects on the emotions, beliefs and attitudes of the students, in particular its possible reduction of negative ones and increase in positive ones, if these were seen, in the learning process. Based on this analysis, the results confirm that the classroom intervention produced significant changes in the emotions, beliefs and attitudes, reinforcing our hypothesis that an appropriate intervention program can stimulate teaching efficacy, resulting in preschool teachers who are trained to be aware of the emotional potential in education.