“There were Days when I Couldn’t Go On”: The Emotional Roller Coaster of the Practicum

Jardel Coutinho dos Santos; Gloria Luque-Agulló

doi:10.54104/papeles.v18n36.2460

Autores/as

Jardel Coutinho dos Santos Universidad Técnica Estatal de Quevedo https://orcid.org/0000-0002-8626-7229 (no autenticado)
Gloria Luque-Agulló Universidad de Jaén https://orcid.org/0000-0003-1237-1549 (no autenticado)

DOI:

https://doi.org/10.54104/papeles.v18n36.2460

Palabras clave:

Práctica pedagógica, formación del personal docente, enseñanza de idiomas, sentimiento, dibujo

Resumen

Introducción: La práctica preprofesional es una etapa transformadora de la formación docente, pues marca para muchos futuros profesores el paso decisivo de la teoría a la práctica. No obstante, esta transición suele estar acompañada de emociones diversas que influyen en la identidad profesional y el desarrollo docente. Este estudio de indagación narrativa analizó los desencadenantes emocionales experimentados por cinco docentes de inglés en formación durante cinco meses de prácticum. Metodología: Los datos se recopilaron mediante entrevistas semiestructuradas, narrativas visuales y diarios reflexivos, y se examinaron con codificación temática y análisis narrativo. Resultados y discusión: Los resultados muestran que emociones positivas como felicidad, orgullo, entusiasmo y gratitud se relacionaron con la convergencia pedagógica, la retroalimentación favorable de los estudiantes, el aprendizaje, el compromiso, la participación y el buen comportamiento. En cambio, emociones negativas como frustración, tristeza, ansiedad, miedo y estrés surgieron por la falta de preparación, la conducta disruptiva, la enseñanza a niños, el manejo del aula, la divergencia pedagógica, la escasa interacción y la atención a estudiantes con necesidades educativas especiales. Conclusiones: Las implicaciones de la investigación subrayan la importancia del apoyo emocional en los programas de formación docente, sugiriendo que comprender y abordar los detonantes emocionales puede fortalecer la preparación y la resiliencia de los docentes. Este estudio destaca la influencia de las experiencias emocionales en la construcción de las identidades profesionales y las creencias pedagógicas de los docentes.

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