Impacto Emocional de Incidentes Críticos vividos en el Contexto de Prácticas de la Formación Inicial Docente

Abstract

The aim of this research is to investigate the emotional impact of critical incidents experienced by primary teacher students on their training experiences. The literature is generous regarding the study of critical incidents in the professional development of teachers, their unexpected nature and emotional demand affect not only professional performance but also the subjective educational theories themselves and, with it, the configuration of teachers' professional identity. However, the focus has preferably been on the development of teachers inserted in the system and not on practice experiences in initial teacher training. Practice experiences are highly valued by students, but at the same time they are deployed as problematic scenarios due to their demanding and constantly changing context. Likewise, teacher training programs do not consider specific preparation to face classroom conflicts and their socio-emotional implications. This study is qualitative and has an exploratory, descriptive and relational design. A critical incident recording guideline and a semi-structured interview were used to collect data. Based on a thematic analysis, the most frequent and relevant incidents were identified and characterized, as well as the responses and emotions they trigger in the students. The results allow us to identify different types of critical incidents: on one hand, at the level of personal relationships and, on the other, at the level of teaching situations, as well as different response strategies against