000130997 001__ 130997
000130997 005__ 20240731103310.0
000130997 0247_ $$2doi$$a10.56300/LMCV5282
000130997 0248_ $$2sideral$$a136656
000130997 037__ $$aART-2023-136656
000130997 041__ $$aeng
000130997 100__ $$0(orcid)0000-0002-7686-5209$$aFalcón-Linares, Carolina$$uUniversidad de Zaragoza
000130997 245__ $$aAffective pedagogy in pre-service teacher education: a twofold approach combining explicit and vicarious learning
000130997 260__ $$c2023
000130997 5060_ $$aAccess copy available to the general public$$fUnrestricted
000130997 5203_ $$aWhat 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. Keywords: pre-service teacher training, teacher-student interaction, emotions, cultural models, action-research
000130997 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
000130997 592__ $$a0.34$$b2023
000130997 593__ $$aEducation$$c2023$$dQ3
000130997 593__ $$aDevelopmental and Educational Psychology$$c2023$$dQ3
000130997 594__ $$a1.7$$b2023
000130997 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000130997 700__ $$a
000130997 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000130997 773__ $$g15, 2 (2023), 3-20$$tInternational Journal of Emotional Education$$x2073-7629
000130997 8564_ $$s621140$$uhttps://zaguan.unizar.es/record/130997/files/texto_completo.pdf$$yVersión publicada
000130997 8564_ $$s2220861$$uhttps://zaguan.unizar.es/record/130997/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000130997 909CO $$ooai:zaguan.unizar.es:130997$$particulos$$pdriver
000130997 951__ $$a2024-07-31-09:39:18
000130997 980__ $$aARTICLE