Aportaciones de la teoría de la emoción construida a la formación inicial docente

Abstract

El objetivo de este trabajo es ofrecer un marco de entendimiento de la teoría de la emoción construida con el que orientar la formación docente, de cara a promover un cambio de paradigma en las aulas en materia emocional. Para ello, en primer lugar, se ha llevado a cabo una revisión bibliográfica cuyo análisis se presenta a través de las líneas fundamentales de la teoría de la emoción construida y que subrayan la participación activa de la persona en cada una de sus experiencias emocionales. A continuación, estos planteamientos se han analizado desde la perspectiva educativa que, pensados para el ámbito formativo del profesorado, se concretan en preparar al docente para que asuma la responsabilidad de sus propias emociones, desarrolle una comprensión profunda de los procesos que participan en su construcción, cuente con un amplio y preciso lenguaje emocional y sepa reforzar con él determinados procesos emocionales. Preparar a docentes que mantengan el ajuste afectivo en el desempeño profesional no solo contribuirá a su bienestar emocional, sino que este se proyectará en las relaciones que establezca con su alumnado y en el clima que genere en el aula. Por ello, es preciso revisar los fundamentos de los programas de desarrollo emocional del profesorado

Constructed emotion theory focuses on the importance of early experiencesvin the constructions of emotions and in the meanings each person attributes to them. In this approach, school plays a leading role in emotional development. It is believed that both to prevent possible imbalances through a favorable classroom environment and that it transforms the emotions that interfere with development and learning. Emotionally competent teachers are essential for encouraging this emotional adjustment at school. The aim of this paper is to offer a framework for understanding constructed emotion theory to guide teacher training, to promote a paradigm in emotional matters in the classroom. To do so, a literature review was performed, the analysis of which is presented through constructed emotion theory´s basic lines, and which highlight people´s active participation in each of their emotional experiences. These approaches are then analyzed from the educational viewpoint that, as they are intended for the field of teacher training, they take shape in preparing teachers to take responsibility for their own emotions, developing an in-depth understanding of the processes involved in the construction of emotions with a broad and precise emotional language, and in knowing how to increase with it certain emotional processes. Preparing teachers to maintain affective adjustment in their professional practice will not only contribute to their emotional well-being, but will also be reflected in the relationships they establish with their students and in the environment, they create in the classroom. Therefore, the rationale for emotional teacher development programs be reviewed