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- Title
COMPLEJIDAD VIVENCIAL Y EMOCIONES EN LA FORMACIÓN DOCENTE: Casos ilustrativos con estudiantes de práctica profesional y profesorado principiante.
- Authors
de Lourdes Urbina-Cerda, Mariela; Iván Ávila-Contreras, Jorge
- Abstract
In this work, based on the notion of experiential complexity and considering the characteristics of this new century in which we are already immersed, limitations of the studies that address the improvement of quality in teacher training are reflected. Evidence of experiential complexities and emotions from mathematics pedagogy students who are in their professional practice and also from beginning teachers of primary education are illustrated. Students in professional practice debate between what they have received as training and the encounter with the reality of the educational context, an interweaving of different emotions associated with classroom management is observed that converge (take shape) in connection with their good relationship and closeness with your students. On the other hand, among the experiences of the beginning teachers there is the evaluation of their teaching role, the experience (oneself) in a solitary and quixotic experience; and, the formation of its students problematizing the dyad integral formation of a person versus performance.
- Subjects
TEACHER development; TEACHER evaluation; TEACHER training; BEGINNING teachers; TEACHER effectiveness; EXPERIENTIAL learning; EMOTIONS
- Publication
Paradigma, 2021, Vol 42, Issue Extra 2, p333
- ISSN
1011-2251
- Publication type
Article
- DOI
10.37618/paradigma.1011-2251.2021.p333-357.id1000