The emotionality of discourse in teaching: towards a systematic review of trends Inglés

In this work, we reviewed conceptual nuclei that gravitate around the Emotionality of the Educational discourse in the exercise of teaching, as a fundamental component towards an emergent pedagogy.

Autores:: Linero Gómez, Alberto
Matallana Batista, María
Rico Ballesteros, Reinaldo
Sánchez Montero, Edgardo Rafael
Conde Hernandez, Marcial
Herrera Tapias, Belinha
Avendaño Villa, Inírida
Fruto Silva, Erick Manuel

Tipo de recurso:: Article of investigation

Fecha de publicación:: 2021

Institución:: Corporación Universidad de la Costa

Repositorio:: REDICUC - Repositorio CUC

Idioma:: eng

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dc.title.eng.fl_str_mv	The emotionality of discourse in teaching: towards a systematic review of trends Inglés
title	The emotionality of discourse in teaching: towards a systematic review of trends Inglés
spellingShingle	The emotionality of discourse in teaching: towards a systematic review of trends Inglés Emotionality Educational discourse Teaching practice
title_short	The emotionality of discourse in teaching: towards a systematic review of trends Inglés
title_full	The emotionality of discourse in teaching: towards a systematic review of trends Inglés
title_fullStr	The emotionality of discourse in teaching: towards a systematic review of trends Inglés
title_full_unstemmed	The emotionality of discourse in teaching: towards a systematic review of trends Inglés
title_sort	The emotionality of discourse in teaching: towards a systematic review of trends Inglés
dc.creator.fl_str_mv	Linero Gómez, Alberto Matallana Batista, María Rico Ballesteros, Reinaldo Sánchez Montero, Edgardo Rafael Conde Hernandez, Marcial Herrera Tapias, Belinha Avendaño Villa, Inírida Fruto Silva, Erick Manuel
dc.contributor.author.spa.fl_str_mv	Linero Gómez, Alberto Matallana Batista, María Rico Ballesteros, Reinaldo Sánchez Montero, Edgardo Rafael Conde Hernandez, Marcial Herrera Tapias, Belinha Avendaño Villa, Inírida Fruto Silva, Erick Manuel
dc.subject.proposal.eng.fl_str_mv	Emotionality Educational discourse Teaching practice
topic	Emotionality Educational discourse Teaching practice
description	In this work, we reviewed conceptual nuclei that gravitate around the Emotionality of the Educational discourse in the exercise of teaching, as a fundamental component towards an emergent pedagogy.
publishDate	2021
dc.date.issued.none.fl_str_mv	2021
dc.date.accessioned.none.fl_str_mv	2022-09-08T18:37:12Z
dc.date.available.none.fl_str_mv	2022-09-08T18:37:12Z
dc.type.spa.fl_str_mv	Artículo de revista
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dc.identifier.citation.spa.fl_str_mv	Gómez, A. L; Batista, M.; Ballesteros, R, R , Montero, E, S, Hernandez, M, Tapias, B, H, Villa, I, A and Silva, E.F (2021) The Emotionality of Discourse in Teaching: Towards A Systematic Review of Trends. Review of International Geographical Education (RIGEO), 11(6), 1037-1046. doi: 10.48047/rigeo.11.06.120
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dc.identifier.doi.spa.fl_str_mv	10.48047/rigeo.11.06.120
dc.identifier.instname.spa.fl_str_mv	Corporacion Universidad de la Costa
dc.identifier.reponame.spa.fl_str_mv	REDICUC - Repositorio CUC
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identifier_str_mv	Gómez, A. L; Batista, M.; Ballesteros, R, R , Montero, E, S, Hernandez, M, Tapias, B, H, Villa, I, A and Silva, E.F (2021) The Emotionality of Discourse in Teaching: Towards A Systematic Review of Trends. Review of International Geographical Education (RIGEO), 11(6), 1037-1046. doi: 10.48047/rigeo.11.06.120 2146- 0353 10.48047/rigeo.11.06.120 Corporacion Universidad de la Costa REDICUC - Repositorio CUC
url	https://hdl.handle.net/11323/9501 https://repositorio.cuc.edu.co/
dc.language.iso.none.fl_str_mv	eng
language	eng
dc.relation.ispartofjournal.spa.fl_str_mv	Review of International Geographical Education Online
dc.relation.references.spa.fl_str_mv	Alzina, R. B. (2003). Emotional education and basic life skills. Journal of Educational Research, 21(1), 7-43. doi: https://revistas.um.es/rie/article/view/99071 Atkinson, R. K. (2002). Optimizing learning from examples using animated pedagogical agents. Journal of Educational Psychology, 94(2), 416-427. doi: https://doi.org/10.1037/0022- 0663.94.2.416 Bibby, T. (2002). Shame: An emotional response to doing mathematics as an adult and a teacher. British Educational Research Journal, 28(5), 705-721. doi:https://doi.org/10.1080/0141192022000015543 Buitrago-Bonilla, R. E., & Cárdenas-Soler, R. N. (2017). Emotions and Teachers' Professional Identity: Relations and Incidence. Praxis & Saber, 8(17), 225-247. doi:https://doi.org/10.19053/22160159.v8.n17.2018.7208 Bursal, M., & Paznokas, L. (2006). Mathematics anxiety and preservice elementary teachers' confidence to teach mathematics and science. School Science and Mathematics, 106(4), 173-180. doi: https://doi.org/10.1111/j.1949-8594.2006.tb18073.x Calderhead, J., & Robson, M. (1991). Images of teaching: Student teachers' early conceptions of classroom practice. Teaching and Teacher education, 7(1), 1-8. doi:https://doi.org/10.1016/0742-051X(91)90053-R Casassus, J. (2007). The education of the emotional being: Editorial cuarto propio. Day, C. (2006). Passion for teaching: the personal and professional identity of the teacher and their values (Vol. 4): Narcea ediciones. Day, C., & Gu, Q. (2012). Teachers: new lives, old truths: a decisive influence on the lives of students (Vol. 121): Narcea Ediciones. Doyle, W. (1983). Academic work. Review of educational research, 53(2), 159-199. doi:https://doi.org/10.3102%2F00346543053002159 Estupiñán, M. C., & Dagua, C. M. (2014). The mechanisms of evaluation in the construction of discourse in the university classroom. Colombian Journal of Education(66), 245-261. doi:https://www.redalyc.org/pdf/4136/413635257011.pdf Foronda, S. A. O. (2018). Emotional factors and cooperative learning: an experience to share. (Bachelor's Thesis), School of Education and Pedagogy Retrieved from http://hdl.handle.net/20.500.11912/4327. Fragoso-Luzuriaga, R. (2015). Emotional intelligence and emotional competencies in higher education, the same concept? Ibero-American journal of higher education, 6(16), 110- 125. doi: http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S2007-28722015000200006 Fragoso, R. (2009). Emotional intelligence in university teachers: the case of the Business Administration Degree from the Benemérita Universidad Autónoma de Puebla. Paper presented at the Electronic Report of the X National Congress of Educational Research, Veracruz, Mexico Frenzel, A. C. (2014). Teacher emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 494–518): Routledge/Taylor & Francis Group doi:https://psycnet.apa.org/record/2014-09239-025. Gardner, H. (1993). Structures of the mind: the theory of multiple intelligences. Mexico: Fondo de Cultura Económica. Goleman, D. (1996). Emotional Intelligence. Javier Vergara Editor SA Buenos Aires of the socio school climate in high school students in Galicia. Journal of General and Applied Psychology, 42(3), 367-376. Goleman, D., & Cherniss, C. (2013). Emotional intelligence at work: how to select and improve emotional intelligence in individuals, groups and organizations: Editorial Kairós. Gómez, L., & Cortés, O. P. (2016). PEDAGOGY AND ITS PRESENT: THRESHOLDS AND RELATIONSHIPS. Praxis & Saber, 7(13), 9-14. doi:http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S2216-01592016000100001 Hanhela, T. (2014). Axel Honneth’s idea of a drawn-out process of education. Pedagogy, Culture & Society, 22(3), 369-388. doi: https://doi.org/10.1080/14681366.2014.891642 Hannula, D. E., Ryan, J. D., Tranel, D., & Cohen, N. J. (2007). Rapid onset relational memory effects are evident in eye movement behavior, but not in hippocampal amnesia. Journal of cognitive neuroscience, 19(10), 1690-1705. doi:https://doi.org/10.1162/jocn.2007.19.10.1690 Harper, N. W., & Daane, C. J. (1998). Causes and reduction of math anxiety in preservice elementary teachers. Action in Teacher Education, 19(4), 29-38. doi:https://doi.org/10.1080/01626620.1998.10462889 Hodgen, J., & Askew, M. (2007). Emotion, identity and teacher learning: Becoming a primary mathematics teacher. Oxford Review of Education, 33(4), 469-487. doi:https://doi.org/10.1080/03054980701451090 Ibáñez, N. (1996). Emotion: starting point for change in school culture. Rev. of the Metropolitan University of Education Sciences, 2, 47-58. Ibáñez, N. (2002). EMOTIONS IN THE CLASSROOM. Pedagogical studies (Valdivia)(28), 31-45. doi:http://dx.doi.org/10.4067/S0718-07052002000100002 Jackson, P. W. (2001). Life in the classrooms (6 ed.): A Coruña, Madrid: Paideia Foundation, Ediciones Morata. Jenkins, J. M., & Oatley, K. (1996). Emotional episodes and emotionality through the life span Handbook of emotion, adult development, and aging (pp. 421-441): Elsevier doi:https://doi.org/10.1016/B978-012464995-8/50024-8. Keller, M. M., Chang, M.-L., Becker, E. S., Goetz, T., & Frenzel, A. C. (2014). Teachers’ emotional experiences and exhaustion as predictors of emotional labor in the classroom: An experience sampling study. Frontiers in psychology, 5, 1442. doi:https://doi.org/10.3389/fpsyg.2014.01442 Lapponi, S. F. (2016). Emotions in teachers: affection and anger as resources for discipline. Education and Research, 43(3), 785-798. doi: https://doi.org/10.1590/S1517- 9702201610149719 Linero, A. (2018). Emotionality in Educational Discourse at the Higher Level: A Systematic Review of Literature. LURIA, A. R., & Poliakov, G. (1960). Higher nervous activity. In A. Smirnov, S. Rubinstein, A. Leontiev & B. Tieplov (Eds.), Psychology (pp. 37-73). Lutovac, S., & Kaasila, R. (2014). Pre-service teachers’ future-oriented mathematical identity work. Educational Studies in Mathematics, 85(1), 129-142. doi: https://doi.org/10.1007/s10649-013-9500-8 Martín-Gutiérrez, Á., Conde-Jiménez, J., & Mayor-Ruiz, C. (2014). The professional teaching identity of new university teachers. REDU. Journal of University Teaching, 12(4), 141-160. doi:https://doi.org/10.4995/redu.2014.5618 Martino, A. D., Zuo, X.-N., Kelly, C., Grzadzinski, R., Mennes, M., Schvarcz, A, Milham, M. P. (2013). Shared and distinct intrinsic functional network centrality in autism and attention deficit/hyperactivity disorder. Biological psychiatry, 74(8), 623-632. doi:https://doi.org/10.1016/j.biopsych.2013.02.011 Martino, P. D., & Sabena, C. (2011). Elementary pre-service teachers’ emotions: shadows from the past to the future. Current state of research on mathematical beliefs XVI, 89-105. doi:https://blogs.uni-due.de/mavi/files/2018/01/proceedings_mavi16.pdf#page=89 Maturana, H. (1992). The sense of the human: Hachette. Santiago. Maturana, H. R. (1997). Emotions and language in education and politics: Dolmen Santiago. Retrieved from: https://ecologia.unibague.edu.co/maturana.pdf. Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence. Emotional development and emotional intelligence: Educational implications, 3, 31. Melamed, A. F. (2016). Theories of emotions and their relationship with cognition: An analysis from the philosophy of mind. Notebooks of the Faculty of Humanities and Social Sciences, National University of Jujuy, 13-38. doi: https://ri.conicet.gov.ar/handle/11336/106246 Mera, B. M. (2017). Managing emotions in university professors. San Gregorio Magazine(19), 6-19. doi: https://dialnet.unirioja.es/servlet/articulo?codigo=6236971 Myers, D. G. (2006). Psychology (7 ed.). Madrid, Spain: Panamerican Medical. Naranjo, C. (2007). Changing education to change the world: Editorial cuarto propio. Palma, O. C. C., Buitrago, J. O. S., & Espejel, A. A. P. (2020). Emotional education in teacher training organizations. Latin American Educational Studies, 16(1), 93-120. doi:https://doi.org/10.17151/rlee.2020.16.1.5 Palomera, R., Briones, E., & Gómez-Linares, A. (2019). Training in socio-emotional values and skills for teachers after a decade of innovation. Praxis & Saber, 10(24), 93-117. doi:https://doi.org/10.19053/22160159.v10.n25.2019.9116 Palomera, R., Fernández-Berrocal, P., & Brackett, M. A. (2008). Emotional intelligence as a basic competence in the initial training of teachers: some evidence. Electronic journal of research in educational psychology, 6(2), 437-454. doi: https://www.redalyc.org/pdf/2931/293121924010.pdf Retana, J. Á. G. (2012). Emotional education, its importance in the learning process. Education Magazine, 36(1), 1-24. doi: https://www.redalyc.org/pdf/440/44023984007.pdf Rivas, L. R. I. (2019). Light-darkness of emotional intelligence illuminates utopia. Praxis & Saber, 10(24), 271-295. doi: https://doi.org/10.19053/22160159.v10.n25.2019.9282 Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, cognition and personality, 9(3), 185-211. doi: https://doi.org/10.2190%2FDUGG-P24E-52WK-6CDG Sánchez, M. A. (2016). New profile of the teacher in higher education training, skills and emotions. Option, 32(8), 17-37. doi: https://www.redalyc.org/pdf/310/31048481002.pdf Sanz, R., Bertolín, A. G., & Lujan, E. L. (2017). Teaching excellence: a view from pedagogy. Edetania: studies and socio-educational proposals(52), 219-241. doi:https://dialnet.unirioja.es/servlet/articulo?codigo=6282480 Schön, D. A. (1988). The reflective professional: how professionals think when they act. Barcelona: Editorial Paidós. Retrieved from: http://www.sidalc.net/cgibin/wxis.exe/?IsisScript=HAG.xis&method=post&formato=2&cantidad=1&expresion=mfn=013758. Schutz, P. A., & DeCuir, J. T. (2002). Inquiry on emotions in education. Educational Psychologist, 37(2), 125-134. doi: https://doi.org/10.1207/S15326985EP3702_7 Schutz, P. A., & Lanehart, S. (2002). Emotions in education. Educational Psychologist, 37(2), 67-68. doi: https://www.researchgate.net/publication/284106400 Sternberg, R. J. (1995, September 13 to 16). Myths, counter-myths and truths about human intelligence. Paper presented at the Cognitive Education: Proceedings of the International Congress on Cognitive Education, Zaragoza doi: https://dialnet.unirioja.es/servlet/articulo?codigo=1235922. Swars, S. L., Daane, C., & Giesen, J. (2006). Mathematics anxiety and mathematics teacher efficacy: What is the relationship in elementary preservice teachers? School Science and Mathematics, 106(7), 306-315. doi: https://doi.org/10.1111/j.1949-8594.2006.tb17921.x Torres, D. H., Buitrago Bonilla, D., & Enrique, R. (2019). Emotions in education in Colombia, some reflections. Praxis & Know, 10(24), 9-22. doi:http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S2216-01592019000300009 UNESCO, P. (2002). Regional education project for Latin America and the Caribbean. First intergovernmental meeting of the regional education project for Latin America and the Caribbean. Havana, Cuba. Valero, M. J. (2020). Excited from the cradle. Some reflections to include emotional education in teacher training and in the first years of schooling. (Graduate Thesis), Catholic University of Córdoba Retrieved from http://pa.bibdigital.ucc.edu.ar/id/eprint/2477. Zembylas, M. (2005). Three Perspectives on Linking the Cognitive and the Emotional in Science Learning: Conceptual Change, Socio-Constructivism And Poststructuralism. Studies in Science Education, 41(1), 91-115. doi: 10.1080/03057260508560215
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spelling	Linero Gómez, AlbertoMatallana Batista, MaríaRico Ballesteros, ReinaldoSánchez Montero, Edgardo RafaelConde Hernandez, MarcialHerrera Tapias, BelinhaAvendaño Villa, IníridaFruto Silva, Erick Manuel2022-09-08T18:37:12Z2022-09-08T18:37:12Z2021Gómez, A. L; Batista, M.; Ballesteros, R, R , Montero, E, S, Hernandez, M, Tapias, B, H, Villa, I, A and Silva, E.F (2021) The Emotionality of Discourse in Teaching: Towards A Systematic Review of Trends. Review of International Geographical Education (RIGEO), 11(6), 1037-1046. doi: 10.48047/rigeo.11.06.1202146- 0353https://hdl.handle.net/11323/950110.48047/rigeo.11.06.120Corporacion Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/In this work, we reviewed conceptual nuclei that gravitate around the Emotionality of the Educational discourse in the exercise of teaching, as a fundamental component towards an emergent pedagogy.10 páginasapplication/pdfengReview of International Geographical Education OnlineTurkeyCopyright © 2022 All rights reserved.Atribución 4.0 Internacional (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2The emotionality of discourse in teaching: towards a systematic review of trends InglésArtículo de revistahttp://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85https://rigeo.org/view-artical/?s_id=1739Review of International Geographical Education OnlineAlzina, R. B. (2003). Emotional education and basic life skills. Journal of Educational Research, 21(1), 7-43. doi: https://revistas.um.es/rie/article/view/99071Atkinson, R. K. (2002). Optimizing learning from examples using animated pedagogical agents. Journal of Educational Psychology, 94(2), 416-427. doi: https://doi.org/10.1037/0022- 0663.94.2.416Bibby, T. (2002). Shame: An emotional response to doing mathematics as an adult and a teacher. British Educational Research Journal, 28(5), 705-721. doi:https://doi.org/10.1080/0141192022000015543Buitrago-Bonilla, R. E., & Cárdenas-Soler, R. N. (2017). Emotions and Teachers' Professional Identity: Relations and Incidence. Praxis & Saber, 8(17), 225-247. doi:https://doi.org/10.19053/22160159.v8.n17.2018.7208Bursal, M., & Paznokas, L. (2006). Mathematics anxiety and preservice elementary teachers' confidence to teach mathematics and science. School Science and Mathematics, 106(4), 173-180. doi: https://doi.org/10.1111/j.1949-8594.2006.tb18073.xCalderhead, J., & Robson, M. (1991). Images of teaching: Student teachers' early conceptions of classroom practice. Teaching and Teacher education, 7(1), 1-8. doi:https://doi.org/10.1016/0742-051X(91)90053-RCasassus, J. (2007). The education of the emotional being: Editorial cuarto propio.Day, C. (2006). Passion for teaching: the personal and professional identity of the teacher and their values (Vol. 4): Narcea ediciones.Day, C., & Gu, Q. (2012). Teachers: new lives, old truths: a decisive influence on the lives of students (Vol. 121): Narcea Ediciones.Doyle, W. (1983). Academic work. Review of educational research, 53(2), 159-199. doi:https://doi.org/10.3102%2F00346543053002159Estupiñán, M. C., & Dagua, C. M. (2014). The mechanisms of evaluation in the construction of discourse in the university classroom. Colombian Journal of Education(66), 245-261. doi:https://www.redalyc.org/pdf/4136/413635257011.pdfForonda, S. A. O. (2018). Emotional factors and cooperative learning: an experience to share. (Bachelor's Thesis), School of Education and Pedagogy Retrieved from http://hdl.handle.net/20.500.11912/4327.Fragoso-Luzuriaga, R. (2015). Emotional intelligence and emotional competencies in higher education, the same concept? Ibero-American journal of higher education, 6(16), 110- 125. doi: http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S2007-28722015000200006Fragoso, R. (2009). Emotional intelligence in university teachers: the case of the Business Administration Degree from the Benemérita Universidad Autónoma de Puebla. Paper presented at the Electronic Report of the X National Congress of Educational Research, Veracruz, MexicoFrenzel, A. C. (2014). Teacher emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 494–518): Routledge/Taylor & Francis Group doi:https://psycnet.apa.org/record/2014-09239-025.Gardner, H. (1993). Structures of the mind: the theory of multiple intelligences. Mexico: Fondo de Cultura Económica.Goleman, D. (1996). Emotional Intelligence. Javier Vergara Editor SA Buenos Aires of the socio school climate in high school students in Galicia. Journal of General and Applied Psychology, 42(3), 367-376.Goleman, D., & Cherniss, C. (2013). Emotional intelligence at work: how to select and improve emotional intelligence in individuals, groups and organizations: Editorial Kairós.Gómez, L., & Cortés, O. P. (2016). PEDAGOGY AND ITS PRESENT: THRESHOLDS AND RELATIONSHIPS. Praxis & Saber, 7(13), 9-14. doi:http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S2216-01592016000100001 Hanhela, T. (2014). Axel Honneth’s idea of a drawn-out process of education. Pedagogy, Culture & Society, 22(3), 369-388. doi: https://doi.org/10.1080/14681366.2014.891642Hannula, D. E., Ryan, J. D., Tranel, D., & Cohen, N. J. (2007). Rapid onset relational memory effects are evident in eye movement behavior, but not in hippocampal amnesia. Journal of cognitive neuroscience, 19(10), 1690-1705. doi:https://doi.org/10.1162/jocn.2007.19.10.1690Harper, N. W., & Daane, C. J. (1998). Causes and reduction of math anxiety in preservice elementary teachers. Action in Teacher Education, 19(4), 29-38. doi:https://doi.org/10.1080/01626620.1998.10462889Hodgen, J., & Askew, M. (2007). Emotion, identity and teacher learning: Becoming a primary mathematics teacher. Oxford Review of Education, 33(4), 469-487. doi:https://doi.org/10.1080/03054980701451090Ibáñez, N. (1996). Emotion: starting point for change in school culture. Rev. of the Metropolitan University of Education Sciences, 2, 47-58.Ibáñez, N. (2002). EMOTIONS IN THE CLASSROOM. 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