The teaching process through the eyes of teachers’ emotions
This article presents the findings of the research Anger, joy, and sadness of teachers: an educational point of view, which included public sector teachers in some institutions of the Colombian Department of Caldas. The overall objective revolved around emotions within the classroom; the teacher-stu...
- Autores:
- Tipo de recurso:
- http://purl.org/coar/resource_type/c_6649
- Fecha de publicación:
- 2019
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/13536
- Acceso en línea:
- https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9415
https://repositorio.uptc.edu.co/handle/001/13536
- Palabra clave:
- teaching process
classroom environment
emotions
teaching
proceso de enseñanza
ambiente de aula
emociones
profesores
processus d’enseignement
environnement de classe
émotions
enseignement
enseignants
processo de ensino
ambiente de sala
emoções
ensino
- Rights
- License
- Derechos de autor 2019 Andrés Elías Marín, John Fredy Henao
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The teaching process through the eyes of teachers’ emotions |
| dc.title.es-ES.fl_str_mv |
El proceso de enseñanza desde el prisma de las emociones de los docentes |
| dc.title.fr-FR.fl_str_mv |
Le processus d’enseignement du point de vue des émotions des enseignants |
| dc.title.pt-BR.fl_str_mv |
O processo de ensino desde o prisma das emoções dos docentes |
| title |
The teaching process through the eyes of teachers’ emotions |
| spellingShingle |
The teaching process through the eyes of teachers’ emotions teaching process classroom environment emotions teaching proceso de enseñanza ambiente de aula emociones profesores processus d’enseignement environnement de classe émotions enseignement enseignants processo de ensino ambiente de sala emoções ensino |
| title_short |
The teaching process through the eyes of teachers’ emotions |
| title_full |
The teaching process through the eyes of teachers’ emotions |
| title_fullStr |
The teaching process through the eyes of teachers’ emotions |
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The teaching process through the eyes of teachers’ emotions |
| title_sort |
The teaching process through the eyes of teachers’ emotions |
| dc.subject.en-US.fl_str_mv |
teaching process classroom environment emotions teaching |
| topic |
teaching process classroom environment emotions teaching proceso de enseñanza ambiente de aula emociones profesores processus d’enseignement environnement de classe émotions enseignement enseignants processo de ensino ambiente de sala emoções ensino |
| dc.subject.es-ES.fl_str_mv |
proceso de enseñanza ambiente de aula emociones profesores |
| dc.subject.fr-FR.fl_str_mv |
processus d’enseignement environnement de classe émotions enseignement enseignants |
| dc.subject.pt-BR.fl_str_mv |
processo de ensino ambiente de sala emoções ensino |
| description |
This article presents the findings of the research Anger, joy, and sadness of teachers: an educational point of view, which included public sector teachers in some institutions of the Colombian Department of Caldas. The overall objective revolved around emotions within the classroom; the teacher-student relationships resulting from them were analyzed to understand their mediating role in communication and as an essential element for decision-making regarding teaching. Hermeneutic phenomenology was used as qualitative research approach. The findings allowed for identifying the incidence of emotions in the teaching process and how they affect or improve the development of planned lessons. Drawing on emotional geographies of teaching, it was also found, among other things, that teachers’ emotions often change lesson planning; classes can be more dynamic and they can bring teachers closer to students or, conversely, they can create a distance between them and become more traditional. |
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2019 |
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2024-07-05T19:04:40Z |
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2024-07-05T19:04:40Z |
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2019-09-16 |
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info:eu-repo/semantics/article |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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http://purl.org/coar/resource_type/c_6649 |
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info:eu-repo/semantics/publishedVersion |
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http://purl.org/coar/version/c_970fb48d4fbd8a233 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9415 10.19053/22160159.v10.n24.2019.9415 |
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https://repositorio.uptc.edu.co/handle/001/13536 |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9415 https://repositorio.uptc.edu.co/handle/001/13536 |
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10.19053/22160159.v10.n24.2019.9415 |
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spa |
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spa |
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spa |
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https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9415/8395 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9415/9092 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9415/9093 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9415/10334 |
| dc.rights.es-ES.fl_str_mv |
Derechos de autor 2019 Andrés Elías Marín, John Fredy Henao http://creativecommons.org/licenses/by-nc/4.0 |
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Derechos de autor 2019 Andrés Elías Marín, John Fredy Henao http://creativecommons.org/licenses/by-nc/4.0 http://purl.org/coar/access_right/c_abf150 http://purl.org/coar/access_right/c_abf2 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Praxis & Saber; Vol. 10 No. 24 (2019): Emociones y Educación; 193-215 |
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Praxis & Saber; Vol. 10 Núm. 24 (2019): Emociones y Educación; 193-215 |
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Praxis & Saber; Vol. 10 No 24 (2019): Emociones y Educación; 193-215 |
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Praxis & Saber; V. 10 N. 24 (2019): Emociones y Educación; 193-215 |
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Praxis & Saber; v. 10 n. 24 (2019): Emociones y Educación; 193-215 |
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2462-8603 2216-0159 |
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Universidad Pedagógica y Tecnológica de Colombia |
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Repositorio Institucional UPTC |
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repositorio.uptc@uptc.edu.co |
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2019-09-162024-07-05T19:04:40Z2024-07-05T19:04:40Zhttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/941510.19053/22160159.v10.n24.2019.9415https://repositorio.uptc.edu.co/handle/001/13536This article presents the findings of the research Anger, joy, and sadness of teachers: an educational point of view, which included public sector teachers in some institutions of the Colombian Department of Caldas. The overall objective revolved around emotions within the classroom; the teacher-student relationships resulting from them were analyzed to understand their mediating role in communication and as an essential element for decision-making regarding teaching. Hermeneutic phenomenology was used as qualitative research approach. The findings allowed for identifying the incidence of emotions in the teaching process and how they affect or improve the development of planned lessons. Drawing on emotional geographies of teaching, it was also found, among other things, that teachers’ emotions often change lesson planning; classes can be more dynamic and they can bring teachers closer to students or, conversely, they can create a distance between them and become more traditional.Este artículo expone los resultados de la investigación La ira, la alegría y la tristeza de los profesores: una mirada desde la enseñanza, desarrollada con maestros del sector público de algunas instituciones del departamento de Caldas, Colombia. El objetivo general giró en torno a las emociones dentro del aula de clase, interpretando las relaciones que a partir de ellas se gestaban entre los profesores y los estudiantes, para comprender el rol que juegan como mediadoras en la comunicación y como elemento esencial en la toma de decisiones de cara a la enseñanza. La metodología tuvo un enfoque cualitativo desde lo hermenéutico – fenomenológico. Los resultados permitieron identificar las incidencias que tienen las emociones en el proceso de enseñanza y cómo estas afectan o favorecen la ejecución de las clases planeadas. También permitieron descubrir que, desde las geografías emocionales de la enseñanza, las emociones de los profesores suelen cambiar la planeación de las clases, las cuales pueden volverse más dinámicas, lo que genera cercanías entre los docentes y los estudiantes o, por el contrario, pueden crear lejanías y clases más tradicionales.Cet article présente les résultats de la recherche La colère, la joie, et la tristesse des enseignants : un regard sous la perspective de l’enseignement, développée à l’aide des enseignants du secteur public dans certaines institutions du département de Caldas, en Colombie. L’objectif général s’articule autour des émotions en classe ; les relations entre les enseignants et les étudiants qui en découlent ont été analysées afin de comprendre leur rôle en tant que médiatrices dans la communication et en tant qu’élément essentiel dans la prise de décisions en matière d’enseignement. La phénoménologie herméneutique a été utilisée comme méthode de recherche qualitative. Les résultats ont permis d’identifier l’incidence des émotions sur le processus d’enseignement et comment celles-ci affectent ou favorisent le développement des leçons préparées. Sur la base des géographies émotionnelles, il a été également possible de découvrir, entre autres, que les émotions des enseignants changent généralement la planification des leçons ; elles peuvent être plus dynamiques, et ainsi rapprocher les enseignants des étudiants ou, inversement, elles peuvent les écarter et devenir plus traditionnelles. Este artigo expõe os resultados da pesquisa A ira, a alegria e a tristeza dos professores: uma mirada desde o ensino, desenvolvida com maestros do sector público de algumas instituições do departamento de Caldas, na Colômbia. O objetivo geral girou em torno às emoções dentro da sala de classe; interpretaram-se as relações que a partir delas se criaram entre os professores e os estudantes, para compreender o papel que jogam como mediadoras na comunicação e como elemento essencial na tomada de decisões com respeito ao ensino. Os resultados permitiram identificar a incidência das emoções no processo de ensino e como estas afetam ou favorecem a execução das classes planejadas. Também permitiram descobrir, entre outras coisas que, desde as geografias emocionais do ensino, as emoções dos professores costumam mudar o planejamento das classes, que podem ser mais dinâmicas e gerar cercania entre os docentes e os estudantes ou, pelo contrário, podem criar distâncias e classes mais tradicionais.application/pdftext/htmltext/htmlapplication/xmlspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9415/8395https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9415/9092https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9415/9093https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/9415/10334Derechos de autor 2019 Andrés Elías Marín, John Fredy Henaohttp://creativecommons.org/licenses/by-nc/4.0http://purl.org/coar/access_right/c_abf150http://purl.org/coar/access_right/c_abf2Praxis & Saber; Vol. 10 No. 24 (2019): Emociones y Educación; 193-215Praxis & Saber; Vol. 10 Núm. 24 (2019): Emociones y Educación; 193-215Praxis & Saber; Vol. 10 No 24 (2019): Emociones y Educación; 193-215Praxis & Saber; V. 10 N. 24 (2019): Emociones y Educación; 193-215Praxis & Saber; v. 10 n. 24 (2019): Emociones y Educación; 193-2152462-86032216-0159teaching processclassroom environmentemotionsteachingproceso de enseñanzaambiente de aulaemocionesprofesoresprocessus d’enseignementenvironnement de classeémotionsenseignementenseignantsprocesso de ensinoambiente de salaemoçõesensinoThe teaching process through the eyes of teachers’ emotionsEl proceso de enseñanza desde el prisma de las emociones de los docentesLe processus d’enseignement du point de vue des émotions des enseignantsO processo de ensino desde o prisma das emoções dos docentesinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6649http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a233http://purl.org/coar/version/c_970fb48d4fbd8a85Henao, John FredyMarín, Andrés Elías001/13536oai:repositorio.uptc.edu.co:001/135362025-07-18 11:43:55.017metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co |