Abstract:

The community of experts in the field of research in the didactics of the experimental sciences agrees on the need for the teachers in training to have a solid theoretical training in the scientific component, as well as to possess knowledge about didactic and pedagogical contents. In this way, the professional development of the teacher is carried out through successive processes of metacognitive self-regulation, where they become aware of both the cognitive and affective limitations and the problems associated with the specific didactics of the subject. Specifically, some authors point out that not only the cognitive domain influences both learning and teaching a subject, but also the affective domain, since all learning implies emotional aspects. The present work analyses the relationship between the beliefs of teaching efficacy and the emotions of the future teacher of secondary education in the specialty of Technology. The study was carried out during two consecutive school years with a total of 52 students with the purpose of establishing a comparative analysis between them. The sample was divided into two groups of students, between the ages of 22 and 47, who study the subject Didactics of Technology in the Master's Degree in Teacher Training in Secondary Education at the University of Extremadura. These students come from a scientific-technical training, from Engineering or Architecture degrees. The methodology used in the design of the research has been descriptive by survey. As a measurement instrument, a questionnaire has been designed to study various factors in the educational practice of teachers in training. The variables analysed were, among others, the emotions the students experienced in their school stage in different subjects, the level of competence as a student, the level of efficacy as a teacher or the emotions they feel in the delivery of the curricular content blocks of Technology. The statistical analysis of the data indicates that there are statistically significant differences (sig. < 0.05) among the different variables analysed. On the other hand, the results show the existence of a relationship between the scientific technological content that the teacher must instruct and the increase or decrease of certain emotions, both positive and negative depending on the type of content. The results obtained are relevant from a didactic point of view, as they stress the need to reflect on the beliefs of teaching self-efficacy of the future teachers in relation to the emotions they feel. The work confirms that cognitive and affective domains are linked. Thus, the metacognitive reflection of both variables in teacher training may contribute to an improvement in the current instruction of these subjects.

Keywords:

Teaching efficacy, Teaching, Technology, Emotions, Secondary education.