在初始教师教育实践中经历的关键事件对情绪的影响

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
Claudio Sanhueza Mansilla, Michelle Campos Lara, Teresita Luksic Ziliani
{"title":"在初始教师教育实践中经历的关键事件对情绪的影响","authors":"Claudio Sanhueza Mansilla, Michelle Campos Lara, Teresita Luksic Ziliani","doi":"10.4151/07189729-vol.62-iss.4-art.1368","DOIUrl":null,"url":null,"abstract":"The aim of this research is to investigate the emotional impact of critical incidents experienced by primary teacher students on their training experiences. The literature is generous regarding the study of critical incidents in the professional development of teachers, their unexpected nature and emotional demand affect not only professional performance but also the subjective educational theories themselves and, with it, the configuration of teachers' professional identity. However, the focus has preferably been on the development of teachers inserted in the system and not on practice experiences in initial teacher training. Practice experiences are highly valued by students, but at the same time they are deployed as problematic scenarios due to their demanding and constantly changing context. Likewise, teacher training programs do not consider specific preparation to face classroom conflicts and their socio-emotional implications. This study is qualitative and has an exploratory, descriptive and relational design. A critical incident recording guideline and a semi-structured interview were used to collect data. Based on a thematic analysis, the most frequent and relevant incidents were identified and characterized, as well as the responses and emotions they trigger in the students. The results allow us to identify different types of critical incidents: on one hand, at the level of personal relationships and, on the other, at the level of teaching situations, as well as different response strategies against","PeriodicalId":42214,"journal":{"name":"Perspectiva Educacional","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Impacto Emocional de Incidentes Críticos vividos en el Contexto de Prácticas de la Formación Inicial Docente\",\"authors\":\"Claudio Sanhueza Mansilla, Michelle Campos Lara, Teresita Luksic Ziliani\",\"doi\":\"10.4151/07189729-vol.62-iss.4-art.1368\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The aim of this research is to investigate the emotional impact of critical incidents experienced by primary teacher students on their training experiences. The literature is generous regarding the study of critical incidents in the professional development of teachers, their unexpected nature and emotional demand affect not only professional performance but also the subjective educational theories themselves and, with it, the configuration of teachers' professional identity. However, the focus has preferably been on the development of teachers inserted in the system and not on practice experiences in initial teacher training. Practice experiences are highly valued by students, but at the same time they are deployed as problematic scenarios due to their demanding and constantly changing context. Likewise, teacher training programs do not consider specific preparation to face classroom conflicts and their socio-emotional implications. This study is qualitative and has an exploratory, descriptive and relational design. A critical incident recording guideline and a semi-structured interview were used to collect data. Based on a thematic analysis, the most frequent and relevant incidents were identified and characterized, as well as the responses and emotions they trigger in the students. The results allow us to identify different types of critical incidents: on one hand, at the level of personal relationships and, on the other, at the level of teaching situations, as well as different response strategies against\",\"PeriodicalId\":42214,\"journal\":{\"name\":\"Perspectiva Educacional\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2023-11-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Perspectiva Educacional\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.4151/07189729-vol.62-iss.4-art.1368\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Perspectiva Educacional","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4151/07189729-vol.62-iss.4-art.1368","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

本研究旨在调查小学教师学生所经历的关键事件对其培训经历的情感影响。关于教师专业发展中关键事件的研究文献很多,这些事件的突发性和情感需求不仅影响教师的专业表现,而且影响主观教育理论本身,并随之影响教师的专业认同。然而,人们更关注的是被纳入教师培训体系的教师的发展,而不是初始教师培训中的实践经验。实践经验受到学生的高度重视,但与此同时,由于其要求苛刻且环境不断变化,实践经验也被作为问题情景加以利用。同样,教师培训计划也没有考虑到面对课堂冲突及其社会情感影响的具体准备。本研究为定性研究,采用探索性、描述性和关系性设计。研究采用了关键事件记录指南和半结构式访谈来收集数据。根据主题分析,我们确定了最常见和最相关的事件,并描述了它们在学生中引发的反应和情绪。分析结果让我们确定了不同类型的危急事件:一方面是人际关系层面的,另一方面是教学情境层面的,以及针对这些事件的不同应对策略。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Impacto Emocional de Incidentes Críticos vividos en el Contexto de Prácticas de la Formación Inicial Docente
The aim of this research is to investigate the emotional impact of critical incidents experienced by primary teacher students on their training experiences. The literature is generous regarding the study of critical incidents in the professional development of teachers, their unexpected nature and emotional demand affect not only professional performance but also the subjective educational theories themselves and, with it, the configuration of teachers' professional identity. However, the focus has preferably been on the development of teachers inserted in the system and not on practice experiences in initial teacher training. Practice experiences are highly valued by students, but at the same time they are deployed as problematic scenarios due to their demanding and constantly changing context. Likewise, teacher training programs do not consider specific preparation to face classroom conflicts and their socio-emotional implications. This study is qualitative and has an exploratory, descriptive and relational design. A critical incident recording guideline and a semi-structured interview were used to collect data. Based on a thematic analysis, the most frequent and relevant incidents were identified and characterized, as well as the responses and emotions they trigger in the students. The results allow us to identify different types of critical incidents: on one hand, at the level of personal relationships and, on the other, at the level of teaching situations, as well as different response strategies against
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Perspectiva Educacional
Perspectiva Educacional EDUCATION & EDUCATIONAL RESEARCH-
自引率
0.00%
发文量
20
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信