Investigando las emociones de futuros profesores de Ciencias de la Naturaleza en situación de Pasantía Supervisada.

Abstract

The Supervised Curricular Internship (SCI) is central in teacher training, since in it the future teacher approaches his work context, articulating theory and practice, from there emerging different emotions. This research aimed to investigate them with students of undergraduate courses in the area of Natural Sciences offered by a Brazilian university, in their first experiences ministering classes as part of SCI. It is qualitative research and includes observation and audio and video recording of the first classes given by the participants and the use of an oximeter, followed by semi-structured interviews. In the methodological field, the Stimulated Recall Method and the idea of reflexive practice were used. The results point to the school reality as the biggest challenge facing future teachers when entering the classroom, there being different emotions (fear, anxiety, frustration and anguish) derived from the conduction of a class and the insecurity facing the approach of contents, until then not worked in teaching situation by them. We seek to present contributions to the initial teacher training in terms of mapping and bringing to light the emotions experienced in this process, sometimes hidden by the practice in SCI.