Modelado de las emociones de profesores principiantes en instituciones públicas colombianas

Autores:: Galeano Marín, Juan David
Mejía Aristizábal, Luz Estella
López Ríos, Sonia Yaneth

Tipo de recurso:: Article of journal

Fecha de publicación:: 2026

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:: spa

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dc.title.es-ES.fl_str_mv	Modelado de las emociones de profesores principiantes en instituciones públicas colombianas
title	Modelado de las emociones de profesores principiantes en instituciones públicas colombianas
spellingShingle	Modelado de las emociones de profesores principiantes en instituciones públicas colombianas Emotions Professional insertion Teaching staff Narrative research Emociones Inserción profesional Profesorado Investigación narrativa
title_short	Modelado de las emociones de profesores principiantes en instituciones públicas colombianas
title_full	Modelado de las emociones de profesores principiantes en instituciones públicas colombianas
title_fullStr	Modelado de las emociones de profesores principiantes en instituciones públicas colombianas
title_full_unstemmed	Modelado de las emociones de profesores principiantes en instituciones públicas colombianas
title_sort	Modelado de las emociones de profesores principiantes en instituciones públicas colombianas
dc.creator.fl_str_mv	Galeano Marín, Juan David Mejía Aristizábal, Luz Estella López Ríos, Sonia Yaneth
dc.contributor.author.spa.fl_str_mv	Galeano Marín, Juan David Mejía Aristizábal, Luz Estella López Ríos, Sonia Yaneth
dc.subject.none.fl_str_mv	Emotions Professional insertion Teaching staff Narrative research Emociones Inserción profesional Profesorado Investigación narrativa
topic	Emotions Professional insertion Teaching staff Narrative research Emociones Inserción profesional Profesorado Investigación narrativa
publishDate	2026
dc.date.accessioned.none.fl_str_mv	2026-02-15 00:00:00
dc.date.available.none.fl_str_mv	2026-02-15 00:00:00
dc.date.issued.none.fl_str_mv	2026-02-15
dc.type.spa.fl_str_mv	Artículo de revista
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dc.identifier.doi.none.fl_str_mv	10.19053/uptc.20278306.v16.n1.2026.21508
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dc.relation.references.spa.fl_str_mv	Aldrup, K., Carstensen, B., & Klusmann, U. (2024). El papel de la regulación de la emoción del profesorado en la eficacia docente: Una revisión sistemática que integra cuatro líneas de investigación. Psicólogo de la Educación, 59 (2).89-110. https://doi.org/10.1080/00461520.2023.2282446 Bjørndal, K. E. W., Antonsen, Y., & Jakhelln, R. (2021). Stress-coping Strategies amongst Newly Qualified Primary and Lower Secondary School Teachers with a Master’s Degree in Norway. Scandinavian Journal of Educational Research, 66 (7), 1253–1268. https://doi.org/10.1080/00313831.2021.1983647 Bönke, N., Klusmann, U., Kunter, M., Richter, D., & Voss, T. (2024). Long-term changes in teacher beliefs and motivation: Progress, stagnation or regress? Teaching and Teacher Education, 141 (104489), https://doi.org/10.1016/j.tate.2024.104489 Borremans, L. F. N., & Spilt, J. L. (2023). Towards a curriculum targeting teachers’ relationship-building competence: Results of a Delphi study. Teaching and Teacher Education, 130 (104155). https://doi.org/10.1016/j.tate.2023.104155 Burger, J., Schulz, P., & Imhof, M. (2023). Patterns of formal and informal support within teacher induction – latent classes and their implications for novices’ competence and well-being. Mentoring & Tutoring: Partnership in Learning, 31 (5), 612–634. https://doi.org/10.1080/13611267.2023.2279892 Carstensen, B., & Klusmann, U. (2021). Assertiveness and adaptation: Prospective teachers’ social competence development and its significance for occupational well‐being. British Journal of Educational Psychology, 91 (1), 500–526. https://doi.org/10.1111/bjep.12377 Chen, J. (2021). Refining the teacher emotion model: Evidence from a review of literature published between 1985 and 2019. Cambridge Journal of Education, 51 (3), 327–357. https://doi.org/10.1080/0305764X.2020.1831440 Connelly, F. M., & Clandinin, D. J. (2006). Narrative inquiry. En J. L. Green, G. Camilli, & P. Elmore (Eds.), Handbook of complementary methods in education research (pp. 477–487). Lawrence Erlbaum Associates Publishers. Cubukcu, F. (2013). The significance of teachers’ academic emotions. Procedia - Social and Behavioral Sciences, 70, 649–653. https://doi.org/10.1016/j.sbspro.2013.01.105 Deslauriers, J. P. (2004). Investigación cualitativa: guía práctica. Editorial Papiro. https://hdl.handle.net/11059/3365 Diab, A., & Green, E. (2024). Cultivating Resilience and Success: Support Systems for Novice Teachers in Diverse Contexts. Education Sciences, 14 (7), 711. https://doi.org/10.3390/educsci14070711 Dicke, T., Parker, P. D., Holzberger, D., Kunina-Habenicht, O., Kunter, M., & Leutner, D. (2015). Beginning teachers' efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge. Contemporary Educational Psychology, 41, 62–72. https://doi.org/10.1016/j.cedpsych.2014.11.003 Do Val Toledo-Prado, G., Arrais, L., França, V. Campos, M. de Oliveira, M., & Braz, R. (2023). Pipocas Pedagógicas V: narrativas outras na escola. Pedro & João Editores. Farouk, S. (2012). What can the self-conscious emotion of guilt tell us about primary school teachers’ moral purpose and the relationships they have with their pupils? Teachers and Teaching: Theory and Practice, 18 (4), 491–507. https://doi.org/10.1080/13540602.2012.696049 Fernández-Delgado, C., Chamizo-Nieto, M. T., & Rey-Peña, L. (2025). Inteligencia emocional y probabilidad de intervención en ciberacoso: el papel de la interacción emocional alumno-docente. Revista De Investigación, Desarrollo e Innovación, 15 (1), 49–66. https://doi.org/10.19053/uptc.20278306.v15.n1.2025.18821 Fontoura, H. A. (2011). Tematizacao como proposta de análise de dados na pesquisa qualitativa. In Formacao de professores e diversidades culturais: Múltiplos olhares em pesquisa, 61-82. Niterói: Intertexto. Frenzel, A. C., Daniels, L., & Burić, I. (2021). Teacher emotions in the classroom and their implications for students. Educational Psychologist, 56 (4), 250–264. https://doi.org/10.1080/00461520.2021.1985501 Froehlich, D. E., Morinaj, J., Guias, D., & Hobusch, U. (2022). Newly Qualified Teachers' Well-Being During the COVID-19 Pandemic: Testing a Social Support Intervention Through Design-Based Research. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.873797 Hepburn, S. -J., Carroll, A., & McCuaig-Holcroft, L. (2021). Exploring a Complementary Stress Management and Wellbeing Intervention Model for Teachers: Participant Experience. International Journal of Environmental Research and Public Health, 18 (17). https://doi.org/10.3390/ijerph18179009 Kasperski, R. (2023). Individual differences in SEL among preservice, beginner, and experienced educators with different simulation experiences. Social Sciences & Humanities Open, 8 (1). https://doi.org/10.1016/j.ssaho.2023.100694 Klassen, R. M., Perry, N. E., & Frenzel, A. C. (2012). Teachers' relatedness with students: An underemphasized component of teachers' basic psychological needs. Journal of Educational Psychology, 104 (1), 150–165. https://doi.org/10.1037/a0026253 Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53 (1), 27–35. https://doi.org/10.1080/00131910120033628 Lahey, T. (2024). From College to Classroom: Using Virtual Collaborative Inquiry to Support First-Year Teachers With Classroom Management. Journal of Education, 204 (3), 499-510. https://doi.org/10.1177/00220574231166014 Liu, W., Yuan, R., Liao, W., & Zhang, H. (2022). “I felt the whole world was against me!”: a qualitative study of novice teachers’ anger expression and regulation. Educational Studies, 50 (1), 83–102. https://doi.org/10.1080/03055698.2022.2117541 Lucksnat, C., Richter, E., Henschel, S. Hoffmann, L., Schipolowski, S., & Richter, D. (2024). Comparing the teaching quality of alternatively certified teachers and traditionally certified teachers: findings from a large-scale study. Educational Assessment, Evaluation and Accountability, 36, 75–106. https://doi.org/10.1007/s11092-023-09426-1 McLean, L., Taylor, M., & Sandilos, L. (2023). The roles of adaptability and school climate in first-year teachers' developing perceptions of themselves, their classroom relationships, and the career. Journal of School Psychology, 99 (101213). https://doi.org/10.1016/j.jsp.2023.04.003 Mejía, L. E., Arenas-Gómez, C., & Jiménez-Narváez, M. M. (2023). La educación inclusiva: un reto para los profesores principiantes. En G. Cruz y M. M. Jiménez-Narváez (Orgs.), Formación e inserción profesional docente en contexto: Debates entre Brasil y Colombia, 181-194. Paco Editorial. Moen, M., Pham, H. T. T., Samsudin, M. A., & Chun, T. C. (2024). Measuring South African novice teacher resilience in coping with teaching challenges: a Rasch model framework. Journal of Research in Innovative Teaching & Learning, 0 (0). https://doi.org/10.1108/JRIT-11-2023-0166 Mokoena, T. D., & van Tonder, G. P. (2024). Influencing beginner teachers' autonomy: the impact of mentorship in fostering self-directed learning. International Journal of Educational Management, 38 (6), 1265-1288. https://doi.org/10.1108/IJEM-05-2023-0247 Palacio-Chavarriaga, C., & Gutiérrez-Avendaño, J. (2023). La empatía de los maestros como habilidad protectora frente al estrés escolar. Revista Interamericana De Investigación Educación y Pedagogía RIIEP, 16 (1), 189-211. https://doi.org/10.15332/25005421.7754 Palomera, R., Briones, E., & Gómez-Linares, A. (2019). Formación en valores y competencias socio-emocionales para docentes tras una década de innovación. Praxis & Saber, 10 (24), 93–117. https://doi.org/10.19053/22160159.v10.n25.2019.9116 Porras, L. T., Buitrago, R. E., & Chaparro, L. M. (2025). Narrativas de Experiencias sobre Facilitación Emocional en Maestros Colombianos. Praxis & Saber, 16 (44), 1–18. https://doi.org/10.19053/uptc.22160159.v16.n44.2025.17490 Prosen, S., Vitulic, H. S., & Skraban, O. P. (2011). Teachers’ emotional expression in interaction with students of different ages. CEPS Journal, 1 (3), 141–157. https://doi.org/10.26529/cepsj.419 Pulido-Varon, H. S., Llerena-Marulanda, L. M., Cabrera-Almanza, S. P., & Ruíz-Palacio, J. A. (2024). Estrategias de afrontamiento al estrés en docentes: una aproximación fenomenológica. Revista Interamericana De Investigación Educación Y Pedagogía RIIEP, 17 (2), 285-306. https://doi.org/10.15332/25005421.10003 Sadraei, F. S., Ebrahimi, Z., & Xodabande, I. (2024). Perfectionism, emotion regulation, and teacher retention: An examination of Iranian early career language teachers' well-being. Heliyon, 10 (16), 1-15. https://doi.org/10.1016/j.heliyon.2024.e36444 Savina, E., Fulton, C., & Beaton, C. (2025). Teacher emotional competence: A conceptual model. Educational Psychology Review, 37 (2). https://doi.org/10.1007/s10648-025-10018-2 Sun, X., & Huang, J. (2024). Thriving or surviving? Emotional resilience development among Chinese rural beginning teachers from a social-ecological perspective. International Journal of Educational Research, 125 (1012359). https://doi.org/10.1016/j.ijer.2024.102359 Sydnor, J., Davis, T. R., & Daley, S. (2024). Learning from the Unexpected Journeys of Novice Teachers’ Professional Identity Development. Education Sciences, 14 (8), 895. https://doi.org/10.3390/educsci14080895 Torres, A. (2021). Inserción profesional y saberes de maestras de ciencias naturales (Tesis doctoral). Universidad de Antioquia, Colombia. https://hdl.handle.net/10495/21938 Tveitnes, M. S., & Hvalby, M. (2023). Mentoring Novice Teachers in a Norwegian Context of Inclusive Education. Teachers and Teaching, 30 (1), 71–84. https://doi.org/10.1080/13540602.2023.2225442 Van Den Borre, L., Spruyt, B., & Van Droogenbroeck, F. (2021). Early career teacher retention intention: Individual, school and country characteristics. Teaching and Teacher Education, 105, (103427). https://doi.org/10.1016/j.tate.2021.103427 Vogl, P., Methlagl, M., & Hanfstingl, B. (2025). A systematic review of strategies, contexts and outcomes of emotion regulation in teaching. Discover Psychology, 5 (1), https://doi.org/10.1007/s44202-025-00417-5 Wang, H., & Frenzel, A. C. (2025). "Exhaustive but effective": A multi-site study investigating the profiles of teachers' emotions and emotional labor. Journal of School Psychology, 110, 101456. https://doi.org/10.1016/j.jsp.2025.101456 Zang, L., Lee, V., & De Costa, P. (2024). She is “just an intern”: transnational Chinese language teachers’ emotion labor with mentors in a teacher residency program. International Review of Applied Linguistics in Language Teaching, 62 (3), 1297-1320. https://doi.org/10.1515/iral-2024-0116 Zarei, E., Kearney, S., & Mallahi, O. (2024). Economic and social barriers: Identifying and prioritising professional needs of Iranian novice teachers. Issues in Educational Research, 34 (3). 1202 – 1221. https://www.iier.org.au/iier34/zarei.pdf
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spelling	Galeano Marín, Juan DavidMejía Aristizábal, Luz EstellaLópez Ríos, Sonia Yaneth2026-02-15 00:00:002026-02-15 00:00:002026-02-152027-830610.19053/uptc.20278306.v16.n1.2026.215082389-9417https://doi.org/10.19053/uptc.20278306.v16.n1.2026.21508application/pdfspaUniversidad Pedagógica y Tecnológica de ColombiaRevista de Investigación, Desarrollo e Innovación - 2026https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessEsta obra está bajo una licencia internacional Creative Commons Atribución 4.0.http://purl.org/coar/access_right/c_abf2https://revistas.uptc.edu.co/index.php/investigacion_duitama/article/view/21508EmotionsProfessional insertionTeaching staffNarrative researchEmocionesInserción profesionalProfesoradoInvestigación narrativaModelado de las emociones de profesores principiantes en instituciones públicas colombianasArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionTexthttp://purl.org/coar/version/c_970fb48d4fbd8a85Aldrup, K., Carstensen, B., & Klusmann, U. (2024). El papel de la regulación de la emoción del profesorado en la eficacia docente: Una revisión sistemática que integra cuatro líneas de investigación. Psicólogo de la Educación, 59 (2).89-110. https://doi.org/10.1080/00461520.2023.2282446Bjørndal, K. E. W., Antonsen, Y., & Jakhelln, R. (2021). Stress-coping Strategies amongst Newly Qualified Primary and Lower Secondary School Teachers with a Master’s Degree in Norway. Scandinavian Journal of Educational Research, 66 (7), 1253–1268. https://doi.org/10.1080/00313831.2021.1983647Bönke, N., Klusmann, U., Kunter, M., Richter, D., & Voss, T. (2024). Long-term changes in teacher beliefs and motivation: Progress, stagnation or regress? Teaching and Teacher Education, 141 (104489), https://doi.org/10.1016/j.tate.2024.104489Borremans, L. F. N., & Spilt, J. L. (2023). Towards a curriculum targeting teachers’ relationship-building competence: Results of a Delphi study. Teaching and Teacher Education, 130 (104155). https://doi.org/10.1016/j.tate.2023.104155Burger, J., Schulz, P., & Imhof, M. (2023). Patterns of formal and informal support within teacher induction – latent classes and their implications for novices’ competence and well-being. Mentoring & Tutoring: Partnership in Learning, 31 (5), 612–634. https://doi.org/10.1080/13611267.2023.2279892Carstensen, B., & Klusmann, U. (2021). Assertiveness and adaptation: Prospective teachers’ social competence development and its significance for occupational well‐being. British Journal of Educational Psychology, 91 (1), 500–526. https://doi.org/10.1111/bjep.12377Chen, J. (2021). Refining the teacher emotion model: Evidence from a review of literature published between 1985 and 2019. Cambridge Journal of Education, 51 (3), 327–357. https://doi.org/10.1080/0305764X.2020.1831440Connelly, F. M., & Clandinin, D. J. (2006). Narrative inquiry. En J. L. Green, G. Camilli, & P. Elmore (Eds.), Handbook of complementary methods in education research (pp. 477–487). Lawrence Erlbaum Associates Publishers.Cubukcu, F. (2013). The significance of teachers’ academic emotions. Procedia - Social and Behavioral Sciences, 70, 649–653. https://doi.org/10.1016/j.sbspro.2013.01.105Deslauriers, J. P. (2004). Investigación cualitativa: guía práctica. Editorial Papiro. https://hdl.handle.net/11059/3365Diab, A., & Green, E. (2024). Cultivating Resilience and Success: Support Systems for Novice Teachers in Diverse Contexts. Education Sciences, 14 (7), 711. https://doi.org/10.3390/educsci14070711Dicke, T., Parker, P. D., Holzberger, D., Kunina-Habenicht, O., Kunter, M., & Leutner, D. (2015). Beginning teachers' efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge. Contemporary Educational Psychology, 41, 62–72. https://doi.org/10.1016/j.cedpsych.2014.11.003Do Val Toledo-Prado, G., Arrais, L., França, V. Campos, M. de Oliveira, M., & Braz, R. (2023). Pipocas Pedagógicas V: narrativas outras na escola. Pedro & João Editores.Farouk, S. (2012). What can the self-conscious emotion of guilt tell us about primary school teachers’ moral purpose and the relationships they have with their pupils? Teachers and Teaching: Theory and Practice, 18 (4), 491–507. https://doi.org/10.1080/13540602.2012.696049Fernández-Delgado, C., Chamizo-Nieto, M. T., & Rey-Peña, L. (2025). Inteligencia emocional y probabilidad de intervención en ciberacoso: el papel de la interacción emocional alumno-docente. Revista De Investigación, Desarrollo e Innovación, 15 (1), 49–66. https://doi.org/10.19053/uptc.20278306.v15.n1.2025.18821Fontoura, H. A. (2011). Tematizacao como proposta de análise de dados na pesquisa qualitativa. In Formacao de professores e diversidades culturais: Múltiplos olhares em pesquisa, 61-82. Niterói: Intertexto.Frenzel, A. C., Daniels, L., & Burić, I. (2021). Teacher emotions in the classroom and their implications for students. Educational Psychologist, 56 (4), 250–264. https://doi.org/10.1080/00461520.2021.1985501Froehlich, D. E., Morinaj, J., Guias, D., & Hobusch, U. (2022). Newly Qualified Teachers' Well-Being During the COVID-19 Pandemic: Testing a Social Support Intervention Through Design-Based Research. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.873797Hepburn, S. -J., Carroll, A., & McCuaig-Holcroft, L. (2021). Exploring a Complementary Stress Management and Wellbeing Intervention Model for Teachers: Participant Experience. International Journal of Environmental Research and Public Health, 18 (17). https://doi.org/10.3390/ijerph18179009Kasperski, R. (2023). Individual differences in SEL among preservice, beginner, and experienced educators with different simulation experiences. Social Sciences & Humanities Open, 8 (1). https://doi.org/10.1016/j.ssaho.2023.100694Klassen, R. M., Perry, N. E., & Frenzel, A. C. (2012). Teachers' relatedness with students: An underemphasized component of teachers' basic psychological needs. Journal of Educational Psychology, 104 (1), 150–165. https://doi.org/10.1037/a0026253Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53 (1), 27–35. https://doi.org/10.1080/00131910120033628Lahey, T. (2024). From College to Classroom: Using Virtual Collaborative Inquiry to Support First-Year Teachers With Classroom Management. Journal of Education, 204 (3), 499-510. https://doi.org/10.1177/00220574231166014Liu, W., Yuan, R., Liao, W., & Zhang, H. (2022). “I felt the whole world was against me!”: a qualitative study of novice teachers’ anger expression and regulation. Educational Studies, 50 (1), 83–102. https://doi.org/10.1080/03055698.2022.2117541Lucksnat, C., Richter, E., Henschel, S. Hoffmann, L., Schipolowski, S., & Richter, D. (2024). Comparing the teaching quality of alternatively certified teachers and traditionally certified teachers: findings from a large-scale study. Educational Assessment, Evaluation and Accountability, 36, 75–106. https://doi.org/10.1007/s11092-023-09426-1McLean, L., Taylor, M., & Sandilos, L. (2023). The roles of adaptability and school climate in first-year teachers' developing perceptions of themselves, their classroom relationships, and the career. Journal of School Psychology, 99 (101213). https://doi.org/10.1016/j.jsp.2023.04.003Mejía, L. E., Arenas-Gómez, C., & Jiménez-Narváez, M. M. (2023). La educación inclusiva: un reto para los profesores principiantes. En G. Cruz y M. M. Jiménez-Narváez (Orgs.), Formación e inserción profesional docente en contexto: Debates entre Brasil y Colombia, 181-194. Paco Editorial.Moen, M., Pham, H. T. T., Samsudin, M. A., & Chun, T. C. (2024). Measuring South African novice teacher resilience in coping with teaching challenges: a Rasch model framework. 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