文章基本信息

标题：Dimensión afectiva de profesores universitarios acerca de su enseñanza: una exploración a través de la técnica de diferencial semántico
本地全文：下载
作者：Antoni Badia Garganté ; Julio Meneses ; Carles Monereo 等
期刊名称：Universitas Psychologica
印刷版ISSN：2011-2777
出版年度：2014
卷号：13
期号：1
页码：161-174
语种：English
出版社：Pontificia Universidad Javeriana
摘要：The main objective of this study is to increase our knowledge regarding professors’ emotions about their teaching, as a component of teacher identity. In the first part, we present a comprehensive review of the literature about the types of teachers’ emotions and teaching. In the second part we present the results of a validity study with a semantic differential scale developed to explore the emotions of university professors about their teaching. This scale was fulfilled by a sample of 198 university teachers and comprises a list of pairs of bi-polar adjectives that summarize a broad range of affective classifications about teaching in higher education. Exploratory factor analysis revealed a three-factor structure of emotions about teaching in higher education: Motivation for teaching, Evaluation of oneself as a teacher, and Teaching performance. The cross-referencing of the scale to Trigwell and Prosser’s (2004) teachers’ approaches to teaching is analysed and discussed. Our results suggest new lines of research about teachers’ emotions in higher education, proposing further studies to collect more validity evidences about the affective dimensions of teaching.
其他摘要：The main objective of this study is to increase our knowledge regarding professors’ emotions about their teaching, as a component of teacher identity. In the first part, we present a comprehensive review of the literature about the types of teachers’ emotions and teaching. In the second part we present the results of a validity study with a semantic differential scale developed to explore the emotions of university professors about their teaching. This scale was fulfilled by a sample of 198 university teachers and comprises a list of pairs of bi-polar adjectives that summarize a broad range of affective classifications about teaching in higher education. Exploratory factor analysis revealed a three-factor structure of emotions about teaching in higher education: Motivation for teaching, Evaluation of oneself as a teacher, and Teaching performance. The cross-referencing of the scale to Trigwell and Prosser’s (2004) teachers’ approaches to teaching is analysed and discussed. Our results suggest new lines of research about teachers’ emotions in higher education, proposing further studies to collect more validity evidences about the affective dimensions of teaching.
关键词：feelings about teaching;higher education;semantic differential;Afectos; emociones sobre la enseñanza; identidad docente; educación superior; diferencial semántico
其他关键词：feelings about teaching; higher education; semantic differential