La identificación de las emociones por parte del profesorado en formación. Un estudio descriptivo a partir de álbumes ilustrados.
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| Title: | La identificación de las emociones por parte del profesorado en formación. Un estudio descriptivo a partir de álbumes ilustrados. |
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| Alternate Title: | Emotion identification by trainee teachers. A descriptive study based on picture books. A identificação das emoções pelos professores em formação. Um estudo descritivo a partir de álbuns ilustrados. |
| Authors: | Encabo-Fernández, Eduardo1 edencabo@um.es, Jerez-Martínez, Isabel1 isabel.jerezmartinez@um.es, Hernández-Delgado, Lourdes1 lourdes.hernandez@um.es, Sánchez-Sánchez, Gabriel1 gsanchezsanchez@um.es |
| Source: | Electronic Journal of Educational Research, Assessment & Evaluation / Revista Electrónica de Investigación y Evaluación Educativa. 2024, Vol. 30 Issue 1, p1-19. 19p. |
| Subject Terms: | *Picture books, *Learning, *Communicative competence, Emotion recognition, Illustrated books, Social skills, Joy |
| Abstract (English): | Identification of emotions in the educational environment is fundamental for the development of social competence. The present article presents work conducted with trainee teachers on emotions related with anger, sadness, fear, love and joy. The aim of this work was to examine whether teachers are able to recognise such emotions when exhibited through text and describe the way in which they experience such emotions when they are narrated. Through the use of different picture books illustrating the aforementioned emotions, interactions took place with trainee teachers in order to familiarise them with the texts. Study participants came from the Faculty of Education at the University of Murcia and were undertaking a Primary Education double honours degree. Participants were administered a simple instrument through which they stated whether emotions described in presented texts corroborated their perception of the same emotions and whether, in addition, texts provoked the same emotion in them. Unlike implicitly illustrated emotions, those that were explicitly illustrated in picture books were generally detected by participants. This, therefore, indicates that emotion identification concurs with social awareness of emotions. It appears likely that the critical approach when applied to communication, in this case literary, is not yet well developed. Thus, inclusion of initial teacher training that includes emotions as a component of the communicative competence into the development of teaching and learning processes in the education system presents a challenge. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | La identificación de las emociones en el ámbito educativo es fundamental para el desarrollo de la competencia social. En este artículo han sido trabajadas con profesorado en formación las emociones relativas a la rabia, la tristeza, el miedo, el amor o la alegría con el fin de comprobar si estos docentes reconocen tales emociones ante el estímulo que suponen los textos y cómo las experimentan ante su narración. A través de diferentes álbumes ilustrados que las contienen, se interaccionó con el futuro profesorado con el fin de que conociesen los textos. Los participantes pertenecieron a la Facultad de Educación de la Universidad de Murcia, concretamente a cursos de Educación Primaria y a dobles titulaciones. Les fue aplicado un sencillo instrumento para describir y comprobar si, desde su punto de vista, los textos corroboraban la emoción y si, además, les ha hecho sentir la mi sma. Las emociones que se encontraban de forma explícita en los álbumes fueron detectadas, mientras que las implícitas, en general, no fueron apreciadas por el alumnado. Existe pues una concurrencia con la conciencia social relativa a las emociones, pero probablemente el enfoque crítico aplicado a la comunicación, en este caso literaria, no está tan desarrollado. La formación inicial de docentes en la que se inserten las emociones como componentes de la competencia comunicativa se convierte pues en un reto a incorporar en el desarrollo de los procesos de enseñanza y aprendizaje en el sistema educativo. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | A identificação das emoções no contexto educativo é fundamental para o desenvolvimento da competência social. Neste artigo, trabalhámos com professores em formação sobre emoções relacionadas com a raiva, a tristeza, o medo, o amor ou a alegria, a fim de verificar se estes professores reconhecem estas emoções no estímulo dos textos e como as vivenciam na sua narração. Através de diferentes álbuns ilustrados que as contêm, interagimos com os futuros professores, a fim de os familiarizar com os textos. Os participantes pertenciam à Faculdade de Educação da Universidade de Múrcia, concretamente a cursos de Educação Primária e duplas titulações. Foi-lhes aplicado um instrumento simples para descrever e verificar se, do seu ponto de vista, os textos corroboravam a emoção e se os faziam sentir a mesma emoção. As emoções que se encontravam explicitamente nos álbuns foram detetadas, enquanto as emoções implícitas, de um modo geral, não foram apreciadas pelos alunos. Existe, assim, uma concordância com a consciência social relativamente às emoções, mas provavelmente a abordagem crítica aplicada à comunicação, neste caso, literária, não está tão desenvolvida. A formação inicial de professores que inclua as emoções como componente da competência comunicativa é, pois, um desafio a incorporar no desenvolvimento dos processos de ensino e aprendizagem no sistema educativo. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | Identification of emotions in the educational environment is fundamental for the development of social competence. The present article presents work conducted with trainee teachers on emotions related with anger, sadness, fear, love and joy. The aim of this work was to examine whether teachers are able to recognise such emotions when exhibited through text and describe the way in which they experience such emotions when they are narrated. Through the use of different picture books illustrating the aforementioned emotions, interactions took place with trainee teachers in order to familiarise them with the texts. Study participants came from the Faculty of Education at the University of Murcia and were undertaking a Primary Education double honours degree. Participants were administered a simple instrument through which they stated whether emotions described in presented texts corroborated their perception of the same emotions and whether, in addition, texts provoked the same emotion in them. Unlike implicitly illustrated emotions, those that were explicitly illustrated in picture books were generally detected by participants. This, therefore, indicates that emotion identification concurs with social awareness of emotions. It appears likely that the critical approach when applied to communication, in this case literary, is not yet well developed. Thus, inclusion of initial teacher training that includes emotions as a component of the communicative competence into the development of teaching and learning processes in the education system presents a challenge. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 11344032 |
| DOI: | 10.30827/relieve.v30i1.30459 |
