Emotional impact on pedagogy students faced with abuse during professional practice
Keywords:
Emotions, students, abuse, angerAbstract
The objective of this study was to understand the emotional experience of pedagogy students faced with abusive events caused by teachers of the institution during their professional practice. From the qualitative approach, and using the critical incidents technique, we interviewed 12 students who experienced abuse during their practice and gathered 15 critical incidents. From this sample, it was categorized 5 abusive behaviors of which anguish, anger, and insecurity were the main emotions expressed by the students. For them, such experience had an intense emotional impact associating it with high levels of stress. The discussion that these events caused them to significantly question in their professional identity; and on the other hand, regarding the importance of strengthening the socio-emotional skills in teacher training, so that conflicts are managed properly – thereby maintaining the psychological well-being.
Downloads
References
Becerra, S. (2006). ¿Cómo podemos intervenir para fortalecer el clima educativo en tiempos de innovación? Estudios pedagógicos, 32(2), 47-71.
Bustos, J., Ceballos, Y., Contreras, C., & Silva, A. (2012). Reacciones en los profesores ante situaciones de trato injusto por parte de sus superiores. Seminario para optar al grado de Licenciado en Psicología. Universidad de Concepción, Chile.
Cabello, R., Ruiz-Aranda, D., & Fernández-Berrocal, P. (2010) Docentes emocionalmente inteligentes. Revista electrónica interuniversitaria de formación del profesorado, 13(1), 41-49.
Cornejo, R. & Redondo, J. (2001). El clima escolar percibido por los alumnos de enseñanza media. Última Década, 9(5), 11-52.
Di Leo, P. (2011). Violencias y climas sociales en escuelas medias: experiencias de docentes y directivos. Educação e Pesquisa, 37(3), 599-612.
Fernández, M., Palomero, J., & Teruel, M. (2009). El desarrollo socioafectivo en la formación inicial de los maestros. Revista electrónica interuniversitaria de formación del profesorado, 12(1), 33-50.
Fincias, P. T. & Izard, J. F. M. (2014). Desarrollo de competencias emocionales en el profesorado de educación secundaria a través de una intervención por programas. Teoría de la Educación. Educación y Cultura en la Sociedad de la Información, 15(1), 90-105.
Flick, U. (2004). Introducción a la investigación cualitativa. Madrid: Ediciones Morata.
Gimeno, J. (2008). ¿De dónde viene la crisis de la profesión docente? Cadernos de Educação, 30, 79-88.
Hernández R., Fernández C., & Baptista, M. (2010). Metodología de la investigación. México DF: McGraw-Hill.
Johnson, R., & Indvik, J. (2001). Slings and arrows of rudeness: Incivility in the workplace. Journal of Management Development, 20, 705-713.
Miller, V., Allen, M., Casey, M & Johnson, J. (2000). Reconsidering the organizational identification questionnaire. Management Communication Quarterly, 13(4), 626-658.
Molina, N. & Pérez, I. (2006). El clima de relaciones interpersonales en el aula un caso de estudio. Paradigma, 27(2), 193-219.
Teruel, M. (2000). La inteligencia emocional en el currículo de la formación inicial de los maestros. Revista Interuniversitaria de Formación del Profesorado, 38, 141-152.
Revenga, A. (2000). Individualismo docente y cultura colaborativa en la enseñanza secundaria. Barcelona: Grao.
Rodríguez, L., Oramas A., & Rodríguez, M. (2007). Estrés en docente de educación básica: un estudio de caso Guanajuato. Revista Salud en los Trabajadores, 15(1), 5-16.
Yáñez, R., Valenzuela, S., Dagnino, P., & Cuadra, R. (2012). Las consecuencias emocionales de desconfiar en las jefaturas de enfermería. Index de Enfermería, 21(1-2), 28-32.
Yáñez, R., López-Mena, L., & Reyes, F. (2011). La técnica de incidentes críticos: Una herramienta clásica y vigente en enfermería. Ciencia y enfermería, 17(2), 27-36.
Zauderer, G. (2002). Workplace incivility and the management of human capital. Public Manager, 31(1), 36-43.
Downloads
Published
Issue
Section
License
Copyright: In the event that the manuscript is approved for future publication, the authors retain the copyright and assign to the journal the rights to publish, edit, reproduce, distribute, exhibit, and communicate nationally and internationally in the various databases, repositories and portals.
Self-archiving policy: The author can share, disseminate, and publicize his research published by the media (e.g., academic social networks, repositories, and portals) available on the web. During the editorial review process, the journal will provide the author with the previous versions (post-print) which should NOT be disclosed by any media, only for personal use and for final approval. Liberabit will send the author the final version of the article (published version) in PDF and HTML to be shared, disseminated and disclosed by the media available on the web. After the publication of the articles, the authors can make other independent or additional agreements for the non-exclusive dissemination of the version of the article published in this journal (publication in books or institutional repositories), provided that it is indicated with the respective reference that the work has been published for the first time in this journal.
