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...
Guardado en:
| Autores principales: | , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
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 |
| Aporte de: |
| Sumario: | 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. |
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