The affective dimension of pre-service teachers´ learning. Theoretical contributions
This work arises in the context of studying the learning experiences of pre-service physics teachers during their professional practice at a public university in Argentina. Preliminary records show that there are elements that the pedagogical knowledge model proposed by Shulman (1986) and revised by...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Asociación de Profesores de Física de la Argentina
2023
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43275 |
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I10-R316-article-43275 |
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I10-R316-article-432752023-12-01T15:10:41Z The affective dimension of pre-service teachers´ learning. Theoretical contributions La dimensión afectiva de los aprendizajes durante la formación inicial de profesores de física. Aportes teóricos Danielo, Bruno Coleoni, Enrique Teacher emotions Pedagogical content knowledge Preservice teacher Teaching practicum Emociones Conocimiento didáctico del contenido Profesores en formación Práctica docente This work arises in the context of studying the learning experiences of pre-service physics teachers during their professional practice at a public university in Argentina. Preliminary records show that there are elements that the pedagogical knowledge model proposed by Shulman (1986) and revised by Magnusson et al. (1999) cannot account for. These are aspects of an emotional nature that were recurrently observed in our records. The purpose, therefore, is to incorporate specific theoretical input. A search for articles addressing emotional issues related to the knowledge of future teachers, published in the last 15 years, was conducted in 16 scientific education journals frequently consulted in our community. The literature found provides results describing emotional aspects linked to the construction of teacher identity and regulation, both of the behavior of future teachers and of the classroom dynamics. We discuss examples of interpretation of our registries, in which learning is understood as movements in the emotional ecology of the learners. Este trabajo surge en el contexto de estudiar aprendizajes de alumnos de Profesorado de Física durante su práctica profesional en una universidad pública de Argentina. Registros preliminares muestran que hay elementos de los cuales el modelo de conocimiento pedagógico propuesto por Shulman (1986) y revisado por Magnusson et al. (1999) no puede dar cuenta. Se trata de aspectos de naturaleza emocional que se observaban de manera recurrente en los registros. Surge así como objetivo la incorporación de insumos teóricos específicos a tal fin. Se realiza una búsqueda de artículos que abordan aspectos emocionales en relación con el conocimiento de futuros profesores, publicados en los últimos 15 años, en 16 revistas de educación científica de consulta frecuente en nuestra comunidad. Los trabajos consultados aportan resultados que describen aspectos emocionales vinculados a la construcción de la identidad docente, y a funciones reguladoras, tanto de la conducta de los futuros profesores, como de la dinámica del aula. Se discuten ejemplos de interpretación de registros, en los cuales los aprendizajes son entendidos como movimientos en la ecología emocional de quienes aprenden Asociación de Profesores de Física de la Argentina 2023-12-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43275 Journal of Physics Teaching; Vol. 35: Número Extra: Selección de Trabajos presentados a REF; 91-98 Revista de Enseñanza de la Física; Vol. 35: Número Extra: Selección de Trabajos presentados a REF; 91-98 Revista de Enseñanza de la Física; v. 35: Número Extra: Selección de Trabajos presentados a REF; 91-98 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43275/43237 http://creativecommons.org/licenses/by-nc-nd/4.0 |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-316 |
| container_title_str |
Revista de Enseñanza de la Física |
| language |
Español |
| format |
Artículo revista |
| topic |
Teacher emotions Pedagogical content knowledge Preservice teacher Teaching practicum Emociones Conocimiento didáctico del contenido Profesores en formación Práctica docente |
| spellingShingle |
Teacher emotions Pedagogical content knowledge Preservice teacher Teaching practicum Emociones Conocimiento didáctico del contenido Profesores en formación Práctica docente Danielo, Bruno Coleoni, Enrique The affective dimension of pre-service teachers´ learning. Theoretical contributions |
| topic_facet |
Teacher emotions Pedagogical content knowledge Preservice teacher Teaching practicum Emociones Conocimiento didáctico del contenido Profesores en formación Práctica docente |
| author |
Danielo, Bruno Coleoni, Enrique |
| author_facet |
Danielo, Bruno Coleoni, Enrique |
| author_sort |
Danielo, Bruno |
| title |
The affective dimension of pre-service teachers´ learning. Theoretical contributions |
| title_short |
The affective dimension of pre-service teachers´ learning. Theoretical contributions |
| title_full |
The affective dimension of pre-service teachers´ learning. Theoretical contributions |
| title_fullStr |
The affective dimension of pre-service teachers´ learning. Theoretical contributions |
| title_full_unstemmed |
The affective dimension of pre-service teachers´ learning. Theoretical contributions |
| title_sort |
affective dimension of pre-service teachers´ learning. theoretical contributions |
| description |
This work arises in the context of studying the learning experiences of pre-service physics teachers during their professional practice at a public university in Argentina. Preliminary records show that there are elements that the pedagogical knowledge model proposed by Shulman (1986) and revised by Magnusson et al. (1999) cannot account for. These are aspects of an emotional nature that were recurrently observed in our records. The purpose, therefore, is to incorporate specific theoretical input. A search for articles addressing emotional issues related to the knowledge of future teachers, published in the last 15 years, was conducted in 16 scientific education journals frequently consulted in our community. The literature found provides results describing emotional aspects linked to the construction of teacher identity and regulation, both of the behavior of future teachers and of the classroom dynamics. We discuss examples of interpretation of our registries, in which learning is understood as movements in the emotional ecology of the learners. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2023 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/43275 |
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2024-09-03T20:41:04Z |
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