Reconociendo las emociones: caracterización de emociones desplegadas en la práctica docente de dos profesores de ciencias

Abstract

This research project, conducted as part of the Master’s Program in Education with an emphasis on Science and Technology Education at the Universidad Distrital Francisco José de Caldas, aims to characterize the emotions of two teachers used as case studies: a secondary school teacher and a university science instructor. The goal is to identify the emotions that emerge in their teaching practices and analyze potential similarities and differences between them. The study was conducted using a qualitative and interpretative approach, employing data collection instruments such as a semantic differential, a field journal, and a semi-structured interview. Through the triangulation of these instruments, it was found that the university instructor's emotions tend to be more positive compared to those of the secondary school teacher. This analysis was based on a set of categories, subcategories, and indicators, and the results suggest that in science education, it is crucial to explicitly incorporate emotions as a significant factor. Given their impact on teaching and learning, emotions are recognized as a key element in improving the quality of science education.