Emociones de profesores de matemáticas en las clases virtuales universitarias; situaciones desencadenantes durante el confinamiento por la COVID-19
Palabras clave:
Emociones,
Profesor de Matemáticas,
Situaciones desencadenantes
Resumen
Las condiciones generadas por la COVID-19 trajeron nuevos retos a los profesores. La presente investigación pretende aportar al estudio del afecto en la Matemática educativa, es de corte cualitativo y tiene por objetivo identificar las emociones de nueve profesores de matemáticas de una Universidad Privada de Acapulco, Guerrero, México, que experimentaron al modificar sus clases a un ambiente virtual, así como las situaciones que las desencadenaron. Los datos fueron recopilados a través de entrevistas semiestructuradas durante seis meses. El análisis de datos se realizó utilizando la teoría cognitiva de las emociones y el análisis temático. Identificamos 15 tipos de emociones: seis de ellas valoradas como “positivas”: orgullo, satisfacción, apreciación, feliz por, alegría y gratificación, así como nueve valoradas como “negativas”: reproche, remordimiento, angustia, resentido por, decepción, vergüenza, miedo, ira y miedos confirmados.
Citas
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Bekdemir, M. (2010). The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students. Educational Studies in Mathematics, 75(3), 311–328. http://doi. org/10.1007/s10649-010-9260-7
Bibby, T. (2002). Shame: an emotional response to doing mathematics as an adult and a teacher. British Educational Research Journal, 28(5), 705–721. http:// doi.org/10.1080/014119202200001554
Braun, V. y Clarke, V. (2006). Using thematic analysis in psychology. Quali- tative Research in Psychology, 3, 77–101. http://doi.org/10.1191/ 1478088706qp063oa
Bursal, M. y Paznokas, L. (2006). Mathematics anxiety and preservice elementary teachers’ confidence to teach mathematics and science. School Science and Mathematics, 104(6), 173–180.
Chen, J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68–77. http://doi. org/10.1016/j.tate.2016.01.001
Díaz-Barriga, A. (2020). La escuela ausente, la necesidad de replantear su signifi- cado, en iisue (ed.), Educación y Pandemia, Una visión académica. unam. http://www.iisue.unam.iisue/covid/educacion-y-pandemia
Di Martino, P.; Coppola, C.; Mollo, M.; Pacelli, T. y Sabena, C. (2013). Pre-service primary teachers’ emotions: the math-redemption phenomenon. En Lind- meier, A. M. y A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, 225–232.
Di Martino, P. y Sabena, C. (2011). Elementary pre-service teachers’ emotions: Shadows from the past to the future. En K. Kislenko (Ed.), Current state of research on mathematical beliefs XVI. Tallinn University.
Frenzel, A. C. (2014). Teacher emotions. In R. Pekrun y L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education. Routledge.
Frenzel, A. C., Goetz, T., Stephens, E. J. y Jacob, B. (2009). Antecedents and effects of teachers’ emotional experiences: An integrated perspective and empirical test. En Advances in teacher emotion research: the impact on teachers’ lives. http://doi.org/10.1007/978-1-4419-0564-2_7
Hannula, M. S.; Liljedahl, P.; Kaasila, R. y Rösken, B. (2007). Researching relief of mathematics anxiety among pre-service elementary school teachers. En Woo, J.-H.; H.-C. Lew; K.-S. P. Park, y D.-Y. Seo (Eds.) Proceedings of 31st
Annual Conference for the Psychology of Mathematics Education, Vol. 1. Keller, M.; Frenzel, A.; Goetz, T.; Pekrun, R. y Hensley, L. (2014). Exploring teacher emotions: a literature review and an experience sampling study. En P. W. Richardson, S. A. Karabenick, y H. M. G. Watt (Eds.), Teacher motivation:
Theory and practice. Routledge.
Lutovac, S. y Kaasila, R. (2014). Pre-service teachers’ future-oriented mathematical
identity work. Educational Studies in Mathematics, 85(1), 129–142. http://
doi.org/10.1007/s10649-013-9500-8
Ortony, A.; Clore, G. L. y Collins, A. (1988). The cognitive structure of emotions.
Cambridge University Press.
Rodríguez-Martínez, M.; Tovalin-Ahumada, J.; Gil-Monte, P.; Salvador-Cruz, J. y
Acle-Tomasini, G. (2018). Trabajo emocional y estresores laborales como predictores de ansiedad y depresión en profesores universitarios mexi- canos. Información Psicologia, 115, 93-117, doi: dx.medra.org/10.14635/ IPSIC.2018.115.11
Schutz, P. A. (2014). Inquiry on teachers’ emotion. Educational Psychologist, 49(1), 1–12. http://doi.org/10.1080/00461520.2013.864955
Uitto, M.; Jokikokko, K. y Estola, E. (2015). Virtual special issue on teachers and emotions in Teaching and teacher education (tate) in 1985–2014. Teaching and Teacher Education, 50, 124–135. http://doi.org/10.1016/j. tate.2015.05.008
Yin, R. K. (2013). Case study research: Design and methods. Sage Publications. Zembylas, M. (2007). Emotional ecology: The intersection of emotional knowledge and pedagogical content knowledge in teaching. Teaching and Teacher
Education, 23(4), 355–367. http://doi.org/10.1016/j.tate.2006.12.002
Bekdemir, M. (2010). The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students. Educational Studies in Mathematics, 75(3), 311–328. http://doi. org/10.1007/s10649-010-9260-7
Bibby, T. (2002). Shame: an emotional response to doing mathematics as an adult and a teacher. British Educational Research Journal, 28(5), 705–721. http:// doi.org/10.1080/014119202200001554
Braun, V. y Clarke, V. (2006). Using thematic analysis in psychology. Quali- tative Research in Psychology, 3, 77–101. http://doi.org/10.1191/ 1478088706qp063oa
Bursal, M. y Paznokas, L. (2006). Mathematics anxiety and preservice elementary teachers’ confidence to teach mathematics and science. School Science and Mathematics, 104(6), 173–180.
Chen, J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68–77. http://doi. org/10.1016/j.tate.2016.01.001
Díaz-Barriga, A. (2020). La escuela ausente, la necesidad de replantear su signifi- cado, en iisue (ed.), Educación y Pandemia, Una visión académica. unam. http://www.iisue.unam.iisue/covid/educacion-y-pandemia
Di Martino, P.; Coppola, C.; Mollo, M.; Pacelli, T. y Sabena, C. (2013). Pre-service primary teachers’ emotions: the math-redemption phenomenon. En Lind- meier, A. M. y A. Heinze (Eds.), Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, 225–232.
Di Martino, P. y Sabena, C. (2011). Elementary pre-service teachers’ emotions: Shadows from the past to the future. En K. Kislenko (Ed.), Current state of research on mathematical beliefs XVI. Tallinn University.
Frenzel, A. C. (2014). Teacher emotions. In R. Pekrun y L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education. Routledge.
Frenzel, A. C., Goetz, T., Stephens, E. J. y Jacob, B. (2009). Antecedents and effects of teachers’ emotional experiences: An integrated perspective and empirical test. En Advances in teacher emotion research: the impact on teachers’ lives. http://doi.org/10.1007/978-1-4419-0564-2_7
Hannula, M. S.; Liljedahl, P.; Kaasila, R. y Rösken, B. (2007). Researching relief of mathematics anxiety among pre-service elementary school teachers. En Woo, J.-H.; H.-C. Lew; K.-S. P. Park, y D.-Y. Seo (Eds.) Proceedings of 31st
Annual Conference for the Psychology of Mathematics Education, Vol. 1. Keller, M.; Frenzel, A.; Goetz, T.; Pekrun, R. y Hensley, L. (2014). Exploring teacher emotions: a literature review and an experience sampling study. En P. W. Richardson, S. A. Karabenick, y H. M. G. Watt (Eds.), Teacher motivation:
Theory and practice. Routledge.
Lutovac, S. y Kaasila, R. (2014). Pre-service teachers’ future-oriented mathematical
identity work. Educational Studies in Mathematics, 85(1), 129–142. http://
doi.org/10.1007/s10649-013-9500-8
Ortony, A.; Clore, G. L. y Collins, A. (1988). The cognitive structure of emotions.
Cambridge University Press.
Rodríguez-Martínez, M.; Tovalin-Ahumada, J.; Gil-Monte, P.; Salvador-Cruz, J. y
Acle-Tomasini, G. (2018). Trabajo emocional y estresores laborales como predictores de ansiedad y depresión en profesores universitarios mexi- canos. Información Psicologia, 115, 93-117, doi: dx.medra.org/10.14635/ IPSIC.2018.115.11
Schutz, P. A. (2014). Inquiry on teachers’ emotion. Educational Psychologist, 49(1), 1–12. http://doi.org/10.1080/00461520.2013.864955
Uitto, M.; Jokikokko, K. y Estola, E. (2015). Virtual special issue on teachers and emotions in Teaching and teacher education (tate) in 1985–2014. Teaching and Teacher Education, 50, 124–135. http://doi.org/10.1016/j. tate.2015.05.008
Yin, R. K. (2013). Case study research: Design and methods. Sage Publications. Zembylas, M. (2007). Emotional ecology: The intersection of emotional knowledge and pedagogical content knowledge in teaching. Teaching and Teacher
Education, 23(4), 355–367. http://doi.org/10.1016/j.tate.2006.12.002
Publicado
2019-07-01
Cómo citar
Rivera Abrajan, M., & Salas Vega, R. (2019). Emociones de profesores de matemáticas en las clases virtuales universitarias; situaciones desencadenantes durante el confinamiento por la COVID-19. Reencuentro. Análisis De Problemas Universitarios, 31(78), 235-252. Recuperado a partir de https://reencuentro.xoc.uam.mx/index.php/reencuentro/article/view/1029
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