Publicado

2020-01-01

Emotions Attributions of ELT Pre-service Teachers and Their Effects on Teaching Practice

Atribuciones de las emociones de los profesores de inglés en formación y sus efectos en el desarrollo profesional

DOI:

https://doi.org/10.15446/profile.v22n1.78613

Palabras clave:

Attributions, emotions, English language teaching, pre-service teachers, teaching practice (en)
atribuciones, emociones, enseñanza de inglés, maestros en formación, práctica docente (es)

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Autores/as

  • Mariza G. Méndez López Universidad Veracruzana
This article presents the results of a qualitative study which aimed to develop an understanding of the emotions experienced by pre-service English language teachers during their teaching practicum and the emotions’ effects on instructional teaching. Attribution theory was used as a framework for analysing the results, while the data were gathered through classroom observation, reflection journals, and semi-structured interviews. Results revealed a need for language teaching programmes to include classroom management strategies; however, there is also evidence of the urgent need for socio-emotional support to be provided to pre-service teachers to help them shape their teaching practice through reflection. Providing a space for pre-service teachers to reflect on their beliefs and discuss the emotions experienced during practicum may help to instil commitment and responsibility in future teachers.
Este artículo presenta los resultados de un estudio cualitativo cuyo propósito fue entender las emociones experimentadas por futuros maestros de inglés durante su práctica docente y los efectos de éstas en su enseñanza. La teoría de atribución se utilizó como marco para el análisis de resultados. Los datos se recopilaron a través de observaciones de clases, diarios de reflexión y entrevistas semi-estructuradas. Los resultados revelaron la necesidad de que los programas de prácticas docentes incluyan estrategias para el manejo de clases. Sin embargo, también hay evidencia de la necesidad urgente de proporcionar apoyo socioemocional a los estudiantes para que puedan moldear su práctica docente a través de la reflexión. Al proporcionar un espacio para que los maestros en formación reflexionen sobre sus creencias y discutan las emociones experimentadas durante su práctica docente, se puede ayudar a inculcar el compromiso y la responsabilidad en futuros maestros.

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Atribuciones de las emociones de los profesores de inglés en formación y sus efectos en el desarrollo profesional. (2020). Profile: Issues in Teachers’ Professional Development, 22(1), 15-28. https://doi.org/10.15446/profile.v22n1.78613

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