The change in the emotions of teachers in initial formation towards the classroom climate in an intervention based on inquiry
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DOI
https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2018.v15.i2.2602Info
Authors
- Diego Armando Retana Alvarado (ES) Universidad de Huelva
- María Ángeles De las Heras-Pérez (ES) Universidad de Huelva
- Bartolomé Vázquez Bernal (ES) Universidad de Huelva
- Roque Jiménez-Pérez (ES) Universidad de Huelva
Abstract
The classroom climate is a means of interaction between cognitive, affective and social variables. The purpose is to describe the change in the emotions experienced by teachers in initial training towards the classroom climate; before, during and after an inquiry of a socio-scientific problem about hotel construction in a Natural Park of Spain. Participated 54 students of the subject of Didactics of Nature Sciences I of the Degree in Primary Education of the University of Huelva in the academic year 2016-2017. A questionnaire of the Likert scale was applied in which the participants expressed their degree of agreement on the intensity of fourteen emotions. Data were subjected to descriptive analysis, exploratory factor analysis and non-parametric tests. Positive emotions reached the highest intensities in the three phases. Significant statistical differences are established in most of the positive and negative emotions depending on the moment. Implications are proposed for the emotional training of primary school teachers.
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