Abstract

Background: Until recently, the affective components of education had long been undervalued. Today, one finds ever more studies on cognitive and affective interrelationships that are lending support to the idea that affect and cognition are best understood when viewed as independent and complementary mental functions. Purpose: The present work analyses the emotions of prospective secondary education teachers, distinguishing them by gender, in relation to the teaching of Biology, Geology, Physics and Chemistry in order to contribute to designing subsequent interventions targeted at improving science teachers' occupational health. Sample: The total sample consisted of 178 students (53 male and 125 female) of the post-graduate teaching certificate course at the University of Extremadura, all of whom were prospective secondary school teachers. We also worked with a sub-sample of 66 Science and Engineering graduates (33 male and 33 female). Design and Methods: A questionnaire was prepared that includes items on each of the emotions that the prospective teacher might feel when teaching the science content of the proposed courses. The chi-squared test was used to determine whether a relationship exists between emotions and the variable gender when it came to their teaching Biology, Geology, Physics and Chemistry at the compulsory secondary education level. Results: The results showed that the male teachers more frequently report positive emotions than the female. The latter manifested an increase in negative emotions in teaching Geology, Physics and Chemistry content. And the study of the sub-sample showed positive emotions are more frequently reported than negative ones in all four subjects, with this being particularly so in Biology. Conclusions: The study of emotions is vital in the educational formation of prospective secondary teachers. These students will soon face day-to-day life in the classroom, and many of them, especially the women, declare themselves to be emotionally vulnerable, since they describe themselves as experiencing stronger negative emotions. It is essential to provide prospective secondary teachers with a program of support and monitoring during their teaching practice so as to foster awareness of their emotions towards science and its learning. The aim must be to enhance their capacity for self-regulation and control to change those emotions, and to consolidate healthy habits.

Citation

Borrachero, A.B., Brígido, M., Mellado, L., Costillo, E. & Mellado, V. (2014). Emotions in Prospective Secondary Teachers When Teaching Science Content, Distinguishing by Gender. Research in Science & Technological Education, 32(2), 182-215. Retrieved August 11, 2024 from https://www.learntechlib.org/p/167868/.

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Keywords

• Affective Behavior
• biology
• chemistry
• Correlation
• Emotional Response
• Foreign Countries
• gender differences
• Geology
• physics
• preservice teachers
• Questionnaires
• Science Instruction
• Secondary School Science
• Secondary School Teachers