I feel,therefore I teach? Teachers’ conceptions of the relationships between emotions and teaching/learning processes / ¿Siento,luego enseño? Concepciones docentes sobre las relaciones entre las emociones y los procesos de enseñanza/aprendizaje
Restricted accessResearch articleFirst published online May, 2016
I feel,therefore I teach? Teachers’ conceptions of the relationships between emotions and teaching/learning processes / ¿Siento,luego enseño? Concepciones docentes sobre las relaciones entre las emociones y los procesos de enseñanza/aprendizaje
During recent decades a shift in focus has been occurring that questions the historical cognitive-emotional dualism present in our culture and revalues the role of emotions in education. With this situation in mind, we wanted to discover what conceptions teachers have of the relationships existing between those emotions and the teaching-learning process. Given our cultural tradition, we depart from the assumption that it may be possible to differentiate the conceptions according to more or less integrated perspectives regarding the affective and cognitive functions in educational context. With the aim of identifying conception profiles and describing their specific characteristics, we interviewed 32 teachers whose discourses were categorized and statistically analysed using clustering and X2. The results are interpreted to account for a progression shaped by four types of conceptions ranging from perspectives that are not concerned with emotions, to others believing inseparability exists between affective and cognitive functions. Implications for future studies are then analysed from the obtained results.
Get full access to this article
View all access options for this article.
References
1.
AlbaneseO.De StasioS.Di ChiacchioC.FiorilliC.PonsF. (2010). Emotion comprehension: The impact of nonverbal intelligence. The Journal of Genetic Psychology, 171, 101–115. doi:10.1080/00221320903548084
2.
AtkinsonT. (2002). Aprender a enseñar: habilidades intuitivas y objetividad razonada (trans. by P. Cercadillo). In AtkinsonT.ClaxtonG. (Eds.), El profesor intuitivo (pp. 95–112). Barcelona: Octaedro. [V.O.: Learning to teach: intuitive skills and reasoned objectivity. In T. Atkinson, & G. Claxton (Eds.), The intuitive practitioner on the value of not always knowing what one is doing (pp. 69-83). Philadelphia: Open University Press, 2000].
3.
BarrettL. F. (2011). Constructing emotion. Psychological Topics, 3, 359–380.
4.
BarrettL. F.MesquitaB.OchsnerK.GrossJ. (2007). The experience of emotion. Annual Review of Psychology, 58, 373–403. doi:10.1146/annurev.psych.58.110405.085709
5.
BermanM. (1981). The reenchantment of the world. New York, NY: Bantam. [Spanish trans. by A. Bendersky, & F. Huneeus, El Reencantamiento del Mundo. Santiago de Chile: Cuatro Vientos, 1987].
6.
BrodyL. R.HallJ. A. (2008). Gender, emotions and expression. In LewisM.Haviland-JonesJ. M. (Eds.), Handbook of emotions (pp. 395–408). New York, NY: Guilford Press.
7.
BrownN. J.SokalA. D.FriedmanH. L. (2013). The complex dynamics of wishful thinking: The critical positivity ratio. American Psychologist, 68, 801–813. doi:10.1037/a0032850
8.
CasadoC.ColomoR. (2006). Un breve recorrido por la concepción de las emociones en la Filosofía Occidental. A Parte Rei, 47, 1–10. RetrievedJuly22, 2015. fromhttp://serbal.pntic.mec.es/AParteRei/
9.
ClarkA. (1998). Being there. Putting brain, body, and world together again. Cambridge, MA: MIT Press. [Spanish trans. by G. Sánchez, Estar ahí. Cerebro cuerpo y mundo en la nueva ciencia cognitiva. Madrid: Paidos, 1999].
10.
ClaxtonG. (2005). The wayward mind. An intimate history of the unconsciousness. London: Time Warner Book Group.
11.
DamasioA. R. (1994). Descartes’ error: Emotion, reason, and the human brain. New York, NY: G.P. Putnam’s Sons. [Spanish trans. by P. Jacomet, El error de Descartes: La razón de las emociones. Santiago de Chile: Andrés Bello, 1999].
12.
De La CruzM.ScheuerN.PozoJ. I. (2011). Aprender, sentir, intervenir: los niños hablan de sus logros y sus fracasos al dibujar. In MonereoC.PozoJ. I. (Eds.), La Identidad en Psicología de la Educación: necesidad, utilidad y límites (pp. 99–113). Madrid: Narcea.
13.
EkmanP.DavidsonR. (1994). The nature of emotion: Fundamental questions. New York, NY: University Press.
14.
FabesR.MartinC. (1991). Gender and age stereotypes of emotionality. Personality and Social Psychology Bulletin, 17, 532–540. doi:10.1177/0146167291175008
15.
GoetzT.HallN. (2014). Academic boredom. In PekrunR.Linnenbrick-GarcíaL. (Eds.), International handbook of emotions in education (pp. 311–330). New York, NY: Routledge.
16.
GuX.LiuX.Van DamN. T.PatrickR.FanJ. (2012). Cognition-emotion integration in the anterior insula. Cerebral Cortex, 23, 20–27. doi:10.1093/cercor/bhr367
17.
HoneyP.MumfordA. (2006). The learning styles helper´s guide. Maidenhead: Peter Honey Publications Limited.
18.
IzardC. E. (1991). The psychology of emotions. New York, NY: Plenum Press.
19.
JensonW. R.OlympiaD.FarleyM.ClarkE. (2004). Positive psychology and externalizing students in a sea of negativity. Psychology in the Schools, 41, 67–79. doi:10.1002/pits.10139
20.
LazarusR.LazarusB. (1994). Passion and reason: Making sense of our emotions. Oxford: Oxford University Press.
21.
LeDouxJ. (2000). The emotional brain: The mysterious underpinnings of emotional life. Oxford: Simon and Schuster. [Spanish trans. by M. Abdala, El cerebro emocional. Barcelona: Ariel Planeta, 1996].
22.
López-ÍñiguezG.PozoJ. I. (2014). Like teacher, like student? Conceptions of children from traditional and constructive teachers regarding the teaching and learning of string instruments. Cognition & Instruction, 32, 219–252. doi:10.1080/07370008.2014.918132
23.
López-ÍñiguezG.PozoJ. I.De DiosM. J. (2014). The older, the wiser? Profiles of string instrument teachers with different experience according to their conceptions of teaching, learning and evaluation. Psychology of Music, 42, 157–176. doi:10.1177/0305735612463772
24.
MartínE.PozoJ. I.MateosM.MartínA.Pérez EcheverríaM. P. (2014). Infant, primary and secondary teachers’ conceptions of learning and teaching and their relation to educational variables. Revista Latinoamericana de Psicología, 46, 211–221. doi:10.1016/S0120-0534(14)70024-X
25.
NussbaumM. (2001). Upheavals of thought: The intelligence of emotions. Cambridge: Cambridge University Press. [Spanish trans. by A. Maira, Paisajes del pensamiento. La Inteligencia de las emociones. Barcelona: Paidós, 2008].
26.
OpT. E.De CorteE.VerschaffelL. (2007). Students’ Emotions: A Key Component of Self-Regulated Learning? In P. Schutz & R. Pekrun, Emotion in Education (pp 185–204). San Diego: Academic Press.
27.
ParrotW. G. (1995). The hearth and the head. Everyday conceptions of being emotional. In RusselJ. A.-D.-M.MansteadA. S.WellenkampJ. (Eds.), Everyday conceptions of emotion. An introduction to the psychology, antropology and linguistics of emotions (pp. 73–84). Dordrecht, The Netherlands: Kluwer Academic Publishers .
28.
PecharromanI.PozoJ. I. (2006). ¿Qué es el conocimiento y cómo se adquiere? Epistemológicas intuitivas en profesores y alumnos de secundaria. In PozoJ. I.ScheuerN.Pérez EcheverríaM. P.MateosM.MartínE.de la CruzM. (Eds.), Las concepciones de profesores y alumnos sobre el aprendizaje y la enseñanza (pp. 243–264). Barcelona: Graó.
29.
PekrunR.Linnenbrick-GarcíaL. (2014). Handbook of emotions and education. New York, NY: Routledge.
30.
PonsF.HarrisP. L.RosnayM. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 1, 127–152. doi:10.1080/17405620344000022
31.
PozoJ. I.ScheuerN.Pérez EcheverríaM. P.MateosM.MartínE.de la CruzM. (2006). Nuevas Formas de Pensar la Enseñanza y el Aprendizaje. Las concepciones de Profesores y Alumnos. Barcelona: Graó.
32.
RamachandranV.BlakesleeS. (1999). Phantoms in the brain: Probing the mysteries of the human mind. New York, NY: William Morrow. [Spanish trans. by J. Ibeas, Fantasmas en el cerebro: los misterios de la mente al descubierto. Madrid: Debate, 1999].
33.
RompelmannL. (2002). Affective teaching. Lanham, MD: University Press of America.
34.
RussellJ.BarrettL. (1999). Core affect, prototypical emotional episodes, and other things called emotion: Dissecting the elephant. Journal of Personality and Social Psychology, 76, 805–819. doi:10.1037/0022-3514.76.5.805
35.
ScheuerN.De La CruzM.PozoJ. I. (2010). Aprender a dibujar y a escribir: las perspectivas de los niños, sus familias y maestros. Buenos Aires: Novedades Educativas.
36.
SchutzP.ZembylasM. (2009). Introduction to advances in teacher emotion research: The impact on teachers lives. In SchutzP.ZembylasM. (Eds.), Advances in teacher emotion research: The impact on teachers lives (pp. 3–11). New York, NY: Springer.
37.
SearleJ. (1992). The rediscovery of the mind. Cambridge, MA: MIT Press. [Spanish trans. by L. Valdés, El redescubrimiento de la mente. Barcelona: Grijalbo Mondadori, 1999].
38.
SearleJ. (1998). Mind, language and society. Philosophy in the real world. [Spanish trans. by J. A. Rey, Mente, lenguaje y sociedad: la filosofía en el mundo real. Madrid: Alianza, 2004
39.
SinatraG. M.BrougthonS. H.LombardiD. (2014). Emotions in Science Education. In R. Pekrun & L. Linnenbrick-García, International Handbook of Emotions and Education (pp. 435–436). New York: Routledge.
40.
SolomonR. (2007). True to our feelings. New York, NY: Oxford University Press. [Spanish trans. by P. Hermida, Ética emocional: una teoría de los sentimientos. Barcelona: Paidos, 2007].
41.
SterrA.ShenS.ZamanA.RobertsN.SzameitatA. (2007). Activation of SI is modulated by attention: A random effects fMRI study using mechanical stimuli. Neuroreport, 18, 607–611. doi:10.1097/WNR.0b013e3280b07c34
42.
VarelaF. (2000). El fenómeno de la vida. Santiago de Chile: Dolmen.
