Sentimientos y emociones del profesor. Un estudio de casos con docentes en formación

Abstract

This research work characterizes and describes the feelings and emotions that the professors in chemistry training of the Francisco José de Caldas District University expressed about their teaching practices. Through the review of theoretical aspects about feelings and their relationship with teaching topics such as the training of science teachers, teaching and professional teaching practice, the teaching practice of the curricular project of Bachelor of Chemistry of the University was problematized District addressing the problem question about what feelings and emotions manifest, through the written and verbal declarative level, teachers in chemistry training from the Francisco José de Caldas District University (UDFJC) on their teaching practices. At the methodological level, the work was located in the qualitative framework under the interpretive paradigm, and was developed through a case study of multiple and exploratory-descriptive type using the focus group technique and applying an open questionnaire in two groups of teachers in chemistry training from two different semesters. The analysis of the information was done with the help of the N Vivo 12 plus program in two ways, firstly, by coding all the data obtained from the open questionnaires and the focus group, and, secondly, by analyzing the visual schemes such as maps and Word clouds, conglomerates and work matrices that the program throws as part of the information processing. The analysis of the results showed that the feelings and emotions that the professors in training of the UDFJC degree express about their practices are: Frustration, stress, fear, gratitude, satisfaction, among others; and also, emotional inexpression towards teaching, as well as difficulty in some cases to express or give a name to what they feel. One of the conclusions drawn from the work is that, although "negative" emotions are manifested as some authors consider them; In this case, the feelings and emotions expressed by the teachers in training constitute a tool for reflection on the teaching and learning processes that are generated in their teaching practice. Therefore, it is stated in this research that the teaching practice is constituted as an emotional practice for teachers in training.