HOW ARE EMOTIONS AND TEACHING-LEARNING PROCESSES RELATED?
CONCEPTIONS OF PRIMARY EDUCATION TEACHERS
Keywords:
emotions, teaching, learning, conceptions, beliefsAbstract
Considering the emotional dimension in the teaching and learning processes is key to the success of the educational process. For this reason, the evaluation of teachers' conceptions about the role of emotions in the educational processes is a necessary condition for the correct implementation of intervention programs in this regard. Taking into account the above, the conceptions about the role of affects in the teaching and learning process of a sample of 447 teachers of primary education were evaluated by means of a questionnaire of dilemmas. The results show, on one side, that most teachers held dualist positions conceiving affection and learning as processes that operate separately. On the other side, we found, both teachers that reduce their emotions to their behaviors and those who position affections in the center of teaching-learning processes constitute the minority within the whole participants of the study. At the same time, there were identified some differences in conceptions associated to the type of learning considering in the evaluation: the learning of verbal and non-verbal contents. The results are presented and some reflections are elaborated about the educational implications of the study, mainly in the sense of designing a teacher initial training that promotes the development of integrating conceptions of the emotion-cognition relationship.
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