Affective pedagogy in pre-service teacher education: a twofold approach combining explicit and vicarious learning
What happens when affection and the awareness of affectivity, in the sense of ‘love’ or ‘tenderness’, become the objects of training and evaluation in pre-service teacher education? Our theoretical framework describes the link between positive emotional arousal and learning, the role played by the e...
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| Format: | Article |
| Language: | English |
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Centre for Resilience & Socio-Emotional Health
2023-11-01
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| Series: | International Journal of Emotional Education |
| Subjects: | |
| Online Access: | https://www.um.edu.mt/library/oar/handle/123456789/114661 |
| _version_ | 1797404287168413696 |
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| author | Carolina Falcón-Linares |
| author_facet | Carolina Falcón-Linares |
| author_sort | Carolina Falcón-Linares |
| collection | DOAJ |
| description | What happens when affection and the awareness of affectivity, in the sense of ‘love’ or ‘tenderness’, become the objects of training and evaluation in pre-service teacher education? Our theoretical framework describes the link between positive emotional arousal and learning, the role played by the emotional dimension in the construction of a professional teaching identity, and the relevance of a teacher’s historical-emotional background for the cognitive construction of heuristics. We developed a teaching program designed to energize the experience of pre-service teachers in the university classroom. Through positive emotional arousal, we aimed to provoke a series of creative reflection processes regarding the teaching profession. Our research goal was to describe and interpret the program’s potential effects on the learning process and the construction of these pre-service teachers’ professional identity. The method applied in this paper was action-research carried out during three academic years of fieldwork with a total of 365 students. We coded the students’ narratives regarding their learning process and teaching identity into several conceptual nodes representing their insights and feelings concerning those topics. Our results and discussion highlight the importance of affective teacher education as a means of enhancing pre-service teachers’ learning, contributing toward the growth of their professional identity, and cultivating a culture of care and love in the classroom. |
| first_indexed | 2024-03-09T02:52:46Z |
| format | Article |
| id | doaj.art-046ac4e5931b4c1e88eab985de802381 |
| institution | Directory Open Access Journal |
| issn | 2073-7629 |
| language | English |
| last_indexed | 2024-03-09T02:52:46Z |
| publishDate | 2023-11-01 |
| publisher | Centre for Resilience & Socio-Emotional Health |
| record_format | Article |
| series | International Journal of Emotional Education |
| spelling | doaj.art-046ac4e5931b4c1e88eab985de8023812023-12-05T08:26:37ZengCentre for Resilience & Socio-Emotional HealthInternational Journal of Emotional Education2073-76292023-11-01152320https://doi.org/10.56300/LMCV5282Affective pedagogy in pre-service teacher education: a twofold approach combining explicit and vicarious learningCarolina Falcón-Linares0Department of Educational Sciences, University of Zaragoza, Zaragoza, SpainWhat happens when affection and the awareness of affectivity, in the sense of ‘love’ or ‘tenderness’, become the objects of training and evaluation in pre-service teacher education? Our theoretical framework describes the link between positive emotional arousal and learning, the role played by the emotional dimension in the construction of a professional teaching identity, and the relevance of a teacher’s historical-emotional background for the cognitive construction of heuristics. We developed a teaching program designed to energize the experience of pre-service teachers in the university classroom. Through positive emotional arousal, we aimed to provoke a series of creative reflection processes regarding the teaching profession. Our research goal was to describe and interpret the program’s potential effects on the learning process and the construction of these pre-service teachers’ professional identity. The method applied in this paper was action-research carried out during three academic years of fieldwork with a total of 365 students. We coded the students’ narratives regarding their learning process and teaching identity into several conceptual nodes representing their insights and feelings concerning those topics. Our results and discussion highlight the importance of affective teacher education as a means of enhancing pre-service teachers’ learning, contributing toward the growth of their professional identity, and cultivating a culture of care and love in the classroom.https://www.um.edu.mt/library/oar/handle/123456789/114661pre-service teacher trainingteacher-student interactionemotionscultural modelsaction-research |
| spellingShingle | Carolina Falcón-Linares Affective pedagogy in pre-service teacher education: a twofold approach combining explicit and vicarious learning International Journal of Emotional Education pre-service teacher training teacher-student interaction emotions cultural models action-research |
| title | Affective pedagogy in pre-service teacher education: a twofold approach combining explicit and vicarious learning |
| title_full | Affective pedagogy in pre-service teacher education: a twofold approach combining explicit and vicarious learning |
| title_fullStr | Affective pedagogy in pre-service teacher education: a twofold approach combining explicit and vicarious learning |
| title_full_unstemmed | Affective pedagogy in pre-service teacher education: a twofold approach combining explicit and vicarious learning |
| title_short | Affective pedagogy in pre-service teacher education: a twofold approach combining explicit and vicarious learning |
| title_sort | affective pedagogy in pre service teacher education a twofold approach combining explicit and vicarious learning |
| topic | pre-service teacher training teacher-student interaction emotions cultural models action-research |
| url | https://www.um.edu.mt/library/oar/handle/123456789/114661 |
| work_keys_str_mv | AT carolinafalconlinares affectivepedagogyinpreserviceteachereducationatwofoldapproachcombiningexplicitandvicariouslearning |