Frontiers in Psychology | |
Evolution of Prospective Secondary Education Economics Teachers’ Personal and Emotional Metaphors | |
Laura Parte1  Lucía Mellado1  Susana Sánchez-Herrera2  María Luisa Bermejo2  | |
[1] Department of Business and Accounting, Faculty of Economics and Business Administration, National Distance Education University (UNED), Madrid, Spain;Department of Psycology and Anthropology, Faculty of Education, University of Extremadura, Badajoz, Spain; | |
关键词: evolution of personal and emotional metaphors; economics; prospective secondary education teacher; beliefs; educational models; emotions; | |
DOI : 10.3389/fpsyg.2021.606153 | |
来源: Frontiers | |
【 摘 要 】
This study examines personal and emotional metaphors of prospective economics teachers about the roles they themselves as teachers and their pupils would play by analysing their drawings and responses to open questions. This is a longitudinal study that analyses the evolution of future instructors using two periods: before and after their teaching practicum. Metaphors are categorised into four classes: behaviourist/transmissive, cognitivist/constructivist, situative/socio-historical, and self-referential. The categories for emotions are primary or social and positive, negative, or neutral. The results show that the highest percentage of metaphors for the teacher’s role in both questionnaires were cognitivist/constructivist. Comparison of the findings before and after the teaching practicum revealed no changes in most of the participants’ metaphors and associated models. The analysis also reveals that among those who change, the tendency is to evolve towards more pupil-centred metaphors and associated models. The most common pupil metaphors are behaviourist and cognitivist, increasing after the practicum. Finally, most of the emotions expressed are positive and social, also increasing after the practicum.
【 授权许可】
CC BY
【 预 览 】
Files | Size | Format | View |
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RO202107143367452ZK.pdf | 5672KB | download |