El cambio en las emociones de maestros en formación inicial hacia el clima de aula en una intervención basada en investigación escolar

  1. Diego Armando Retana-Alvarado 1
  2. María Ángeles de las Heras Pérez 1
  3. Bartolomé Vázquez-Bernal 1
  4. Roque Jiménez-Pérez 1
  1. 1 Departamento de Didácticas Integradas. Universidad de Huelva. Huelva. España.
Revista:
Revista Eureka sobre enseñanza y divulgación de las ciencias

ISSN: 1697-011X

Ano de publicación: 2018

Volume: 15

Número: 2

Páxinas: 2602

Tipo: Artigo

DOI: 10.25267/REV_EUREKA_ENSEN_DIVULG_CIENC.2018.V15.I2.2602 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: Revista Eureka sobre enseñanza y divulgación de las ciencias

Resumo

The classroom climate is a means of interaction between cognitive, affective and social variables. Thepurpose is to describe the change in the emotions experienced by teachers in initial training towards theclassroom climate; before, during and after an inquiry of a socio-scientific problem about hotel construction in aNatural Park of Spain. Participated 54 students of the subject of Didactics of Nature Sciences I of the Degreein Primary Education of the University of Huelva in the academic year 2016-2017. A questionnaire of the Likertscale was applied in which the participants expressed their degree of agreement on the intensity of fourteenemotions. Data were subjected to descriptive analysis, exploratory factor analysis and non-parametric tests.Positive emotions reached the highest intensities in the three phases. Significant statistical differences areestablished in most of the positive and negative emotions depending on the moment. Implications are proposedfor the emotional training of primary school teachers

€ Ver financiamento

Información de financiamento

Este estudio es financiado por la Oficina de Asuntos Internacionales y Cooperación Externa de la Universidad de Costa Rica mediante beca doctoral a Diego Armando Retana Alvarado.

Financiadores

Referencias bibliográficas

  • Alderman G. (2011) Classroom Climate. En S. Goldstein, J. A. Naglieri (eds.), Encyclopedia of Child Behavior and Development (pp. 367-370). Springer: New York.
  • Bellocchi A., Ritchie S. M., Tobin K., King D., Sandhu M., Henderson S. (2014) Emotional climate and high-quality learning experiences in science teacher education. Journal of Research in Science Teaching 51(10), 1301-1325.
  • Bisquerra R. (2016) 10 ideas clave. Educación emocional. Barcelona: Graó.
  • Brígido M., Couso D., Gutiérrez C., Mellado V. (2013) The Emotions about Teaching andLearning Science: A Study of Prospective Primary Teachers in Three Spanish Universities.Journal of Baltic Science Education 12(3), 299-311.
  • Cañal P., Pozuelos F. J., Travé G. (2005) Proyecto Curricular Investigando Nuestro Mundo (6-12). (Vol. 1). Descripción General y Fundamentos. Sevilla: Díada.
  • Dávila M. A., Borrachero A. B., Cañada F., Martínez G., Sánchez J. (2015) Evolución de las emociones que experimentan los estudiantes del grado de maestro en educación primaria, en didáctica de la materia y la energía. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 12(3), 550-564.
  • Evans I. M., Harvey S. T., Buckley L., Yan E. (2009) Differentiating classroom climate concepts: Academic management, and emotional environments. Kōtuitui: New Zealand Journal of Social Science Online 4(2), 131-146.
  • Fernández-Abascal E. G. (2009) Emociones positivas, psicología positiva y bienestar. En E. G. Fernández-Abascal (Coord.), Emociones positivas (pp. 27-46). Madrid: Ediciones Pirámide.
  • Frenzel A. C. (2014) Teacher Emotions. En R. Pekrun, L. Linnenbrink-Garcia (eds.), International Handbook of Emotions in Education (pp. 494-519). New York: Routledge, Taylor and Francis.
  • Gess-Newsome J. (2015) A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK Summit. En A. Berry, P. Friedrichsen, J. Loughran (eds.), Re-examining Pedagogical Content Knowledge in Science Education (pp. 28-42). New York: Routledge.
  • Hagenauer G., Hascher T., Volet S. (2015) Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship. European Journal of Psychology of Education 30(4), 385-403.
  • López-González L., Oriol X. (2016) The relationship between emotional competence, classroom climate and school achievement in high school students. Culture and Education 28(1), 130-156.
  • Matas A. (2018) Diseño del formato de escalas tipo Likert: un estado de la cuestión. Revista Electrónica de Investigación Educativa, 20(1), 38-47.
  • Mellado V., Borrachero A. B, Brígido M., Melo L. V., Dávila M. A., Cañada F., Conde M. C., Costillo E., Cubero J., Esteban R., Martínez G., Ruiz C., Sánchez J., Garritz A., Mellado L., Vázquez-Bernal B., Jiménez-Pérez R., Bermejo M. L. (2014) Las emociones en la enseñanza de las ciencias. Enseñanza de las Ciencias 32(3), 11-36.
  • Melo L. V., Cañada F., Mellado V. (2017) Exploring the emotions in Pedagogical Content Knowledge about the electric field. International Journal of Science Education 39(8), 1025-1044.
  • Mora F. (2016) Neuroeducación. Solo se puede aprender aquello que se ama. Madrid: Alianza Editorial.
  • Retana-Alvarado D. A., De las Heras-Pérez M. A., Jiménez-Pérez R., Vázquez-Bernal B. (2017, en prensa) Emociones de maestros en formación inicial sobre la Didáctica de las Ciencias antes de una intervención indagatoria. Enseñanza de las Ciencias N. º Extraordinario, 5415-5421.
  • Ritchie S. M., Tobin K., Sandhu M., Sandhu S., Henderson S., Roth W. (2013) Emotional arousal of beginning physics teachers during extended experimental investigations. Journal of Research in Science Teaching 50(2), 137-161.
  • Shapiro S. (2010) Revisiting the teachers’ lounge: Reflections on emotional experience and teacher identity. Teaching and Teacher Education 26, 616-621.
  • Shulman L. S. (1986) Those who understand: knowledge growth in teaching. EducationalResearch 57(1), 1-22.
  • Sutton R. E., Harper E. (2009) Teachers’ Emotion Regulation. En L. J. Saha, A. G. Dworkin (eds.), International Handbook of Research on Teachers and Teaching (pp. 389-402). Springer: New York.
  • Tomas L., Rigano D., Ritchie S. (2016) Students’ Regulation of Their Emotions in a ScienceClassroom. Journal of Research in Science Teaching 53(2), 234-260.
  • Uitto M., Jokikokko K., Estola E. (2015) Virtual special issue on teachers and emotions in Teaching and teacher education (TATE) in 1985-2014. Teaching and Teacher Education 50, 124-135.
  • Vázquez-Bernal B., Mellado V., Jiménez-Pérez R., Taboada M. C. (2012) The process ofchange in a science teacher’s professional development: A case study based on thetypes of problems in the classroom. Science Education 96(2), 337-363.
  • Zeidler D. L. (2014) Socioscientific Issues as a Curriculum Emphasis: Theory, Research, and Practice. En N. G. Lederman, S. Abell (eds.), Handbook of Research on Science Education (Vol. 2) (pp. 697-726). New York: Routledge.
Fonte de datos: Dialnet