Las metáforas emocionales del aprendizaje de los alumnos visto por el futuro profesorado del máster de educación secundaria

  1. Mellado Bermejo, Lucía
  2. Susana Sánchez Herrera 1
  3. Florencio Vicente Castro
  4. María Luisa Bermejo García
  1. 1 Universidad de Extremadura
    info

    Universidad de Extremadura

    Badajoz, España

    ROR https://ror.org/0174shg90

Journal:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Year of publication: 2017

Issue Title: La psicología hoy: retos, logros y perspectivas de futuro

Volume: 1

Issue: 1

Pages: 149-158

Type: Article

DOI: 10.17060/IJODAEP.2017.N1.V1.907 DIALNET GOOGLE SCHOLAR lock_openDehesa editor

More publications in: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Sustainable development goals

Abstract

The personal and emotional metaphors help teachers to reflect on their conceptions and their roles, give us an overview of classroom life and build bridges between the cognitive and affective. In this study a pretest personal and emotional metaphors for teacher and student learning from a sample of students in the Master of Secondary teacher training at the University of Extremadura (Spain) are analyzed. The method of data collection was an open questionnaire where they had to describe their metaphors and make a drawing of them. In research conducted adapt the four categories of Leavy et al. (2007): Behavioral-transmissive, cognitive-constructivist, situated and selfreferential. The results indicate that in the general metaphors regarding student learning, the highest number correspond to self-referenced ones (44.9%), followed by transmissive-behaviorists (32.0%), cognitive-constructivists (14.1% ) And those located. In the general metaphors of the post-test, the participants have expressed a total of 46 metaphors, and the highest number correspond to self-referenced ones (35.0%), followed by behavioral-transmissive ones (30.0%), cognitive-constructivists And those located (7.5%). When comparing the percentage of emotional metaphors with the totals obtained in the pretest and posttest, they fall in the behaviorist-transmissive category and increase in the other three categories, in relation to total metaphors. Basic and social emotions, positive, negative and neutral in the students’ learning have been expressed and there are more negative emotions.

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Data source: Dialnet