{"title":"情感文学,有效素养:西班牙职前教师“情感转向”个案","authors":"Elena Guichot Muñoz, Giulia De Sarlo","doi":"10.17398/1988-8430.38.101","DOIUrl":null,"url":null,"abstract":"La educación emocional constituye un área cada vez más destacada por la legislación; sin embargo, la didáctica de las emociones no parece encontrar el lugar que le corresponde en el currículum formativo del futuro profesorado. Esta carencia es especialmente notable en el contexto de la didáctica de la lengua y la literatura, a pesar de que en este campo el papel de las emociones se reconoce como crucial desde hace décadas, al menos a nivel teórico. Este estudio propone una intervención replicable y funcional a la didáctica de las emociones como resorte para la alfabetización afectiva y efectiva en el currículo del futuro profesorado de educación primaria. Se analizan las herramientas pedagógicas utilizadas y se estudia el alcance de su aplicación en un grupo de 66 estudiantes del Grado en Educación Primaria de la Universidad de Sevilla, examinando su impacto a través de una triangulación de datos (cuestionario ad-hoc y evaluación de los diarios de aprendizaje de los alumnos). Los resultados muestran que la intervención facilitó la vinculación entre las perspectivas afectiva y cognitiva y creó la necesidad de reivindicar un nuevo tipo de alfabetización multimodal, artística y colaborativa en la enseñanza-aprendizaje de las L1, como instrumento de conocimiento y autoconocimiento. Abstract Emotional education is an area increasingly highlighted by legislation; nevertheless, the teaching of emotions does not seem to find its rightful place in the curriculum for preservice teachers. This lack is particularly noticeable in the context of the teaching of language and literature, despite the fact that in this field the role of emotions has been recognised as crucial for decades, at least on a theoretical level. This study proposes a replicable and functional intervention in the teaching of emotions as a springboard for affective and effective literacy in preservice primary school teachers’ curriculum. The pedagogical tools used are analysed and the scope of their application is studied in a group of 66 students of the BAin Primary Education at the University of Seville, examining their impact through a triangulation of data (ad-hoc questionnaire and an evaluation of students’ learning diaries). The results showed that the intervention facilitated the link between affective and cognitive perspectives and created the need to claim a new type of multimodal, artistic, and collaborative literacy in the teaching and learning of L1, as an instrument of knowledge and self-knowledge. Emotional education is an area increasingly highlighted by legislation; nevertheless, the teaching of emotions does not seem to find its rightful place in the curriculum for preservice teachers. This lack is particularly noticeable in the context of the teaching of language and literature, despite the fact that in this field the role of emotions has been recognised as crucial for decades, at least on a theoretical level. This study proposes a replicable and functional intervention in the teaching of emotions as a springboard for affective and effective literacy in preservice primary school teachers’ curriculum. The pedagogical tools used are analysed and the scope of their application is studied in a group of 66 students of the BAin Primary Education at the University of Seville, examining their impact through a triangulation of data (ad-hoc questionnaire and an evaluation of students’ learning diaries). The results showed that the intervention facilitated the link between affective and cognitive perspectives and created the need to claim a new type of multimodal, artistic, and collaborative literacy in the teaching and learning of L1, as an instrument of knowledge and self-knowledge. Keywords: didactics of emotions; emotional education; didactics of literature; primary education; multimodal literacy.","PeriodicalId":42757,"journal":{"name":"Tejuelo-Didactica de la Lengua y la Literatura","volume":"7 1","pages":"0"},"PeriodicalIF":0.8000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Affective literature, effective literacy: a case of “affect turn” among preservice teachers in Spain\",\"authors\":\"Elena Guichot Muñoz, Giulia De Sarlo\",\"doi\":\"10.17398/1988-8430.38.101\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"La educación emocional constituye un área cada vez más destacada por la legislación; sin embargo, la didáctica de las emociones no parece encontrar el lugar que le corresponde en el currículum formativo del futuro profesorado. Esta carencia es especialmente notable en el contexto de la didáctica de la lengua y la literatura, a pesar de que en este campo el papel de las emociones se reconoce como crucial desde hace décadas, al menos a nivel teórico. Este estudio propone una intervención replicable y funcional a la didáctica de las emociones como resorte para la alfabetización afectiva y efectiva en el currículo del futuro profesorado de educación primaria. Se analizan las herramientas pedagógicas utilizadas y se estudia el alcance de su aplicación en un grupo de 66 estudiantes del Grado en Educación Primaria de la Universidad de Sevilla, examinando su impacto a través de una triangulación de datos (cuestionario ad-hoc y evaluación de los diarios de aprendizaje de los alumnos). Los resultados muestran que la intervención facilitó la vinculación entre las perspectivas afectiva y cognitiva y creó la necesidad de reivindicar un nuevo tipo de alfabetización multimodal, artística y colaborativa en la enseñanza-aprendizaje de las L1, como instrumento de conocimiento y autoconocimiento. Abstract Emotional education is an area increasingly highlighted by legislation; nevertheless, the teaching of emotions does not seem to find its rightful place in the curriculum for preservice teachers. This lack is particularly noticeable in the context of the teaching of language and literature, despite the fact that in this field the role of emotions has been recognised as crucial for decades, at least on a theoretical level. This study proposes a replicable and functional intervention in the teaching of emotions as a springboard for affective and effective literacy in preservice primary school teachers’ curriculum. The pedagogical tools used are analysed and the scope of their application is studied in a group of 66 students of the BAin Primary Education at the University of Seville, examining their impact through a triangulation of data (ad-hoc questionnaire and an evaluation of students’ learning diaries). The results showed that the intervention facilitated the link between affective and cognitive perspectives and created the need to claim a new type of multimodal, artistic, and collaborative literacy in the teaching and learning of L1, as an instrument of knowledge and self-knowledge. Emotional education is an area increasingly highlighted by legislation; nevertheless, the teaching of emotions does not seem to find its rightful place in the curriculum for preservice teachers. This lack is particularly noticeable in the context of the teaching of language and literature, despite the fact that in this field the role of emotions has been recognised as crucial for decades, at least on a theoretical level. This study proposes a replicable and functional intervention in the teaching of emotions as a springboard for affective and effective literacy in preservice primary school teachers’ curriculum. The pedagogical tools used are analysed and the scope of their application is studied in a group of 66 students of the BAin Primary Education at the University of Seville, examining their impact through a triangulation of data (ad-hoc questionnaire and an evaluation of students’ learning diaries). The results showed that the intervention facilitated the link between affective and cognitive perspectives and created the need to claim a new type of multimodal, artistic, and collaborative literacy in the teaching and learning of L1, as an instrument of knowledge and self-knowledge. Keywords: didactics of emotions; emotional education; didactics of literature; primary education; multimodal literacy.\",\"PeriodicalId\":42757,\"journal\":{\"name\":\"Tejuelo-Didactica de la Lengua y la Literatura\",\"volume\":\"7 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.8000,\"publicationDate\":\"2023-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Tejuelo-Didactica de la Lengua y la Literatura\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.17398/1988-8430.38.101\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"LANGUAGE & LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Tejuelo-Didactica de la Lengua y la Literatura","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.17398/1988-8430.38.101","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LANGUAGE & LINGUISTICS","Score":null,"Total":0}
引用次数: 0
摘要
情感教育是立法日益强调的一个领域;然而,情感教学似乎并没有在未来教师的培训课程中找到它应有的位置。这一缺陷在语言和文学教学的背景下尤为明显,尽管情感在这一领域的作用几十年来一直被认为是至关重要的,至少在理论上是这样。本研究提出了一种可复制的、功能性的干预情绪教学,作为未来小学教师课程中情感和有效读写能力的一种手段。分析了教学工具和研究范围的一个小组应用了66个学生在何种程度上审议塞维利亚大学小学教育的影响通过三角测量数据的报纸(特设调查表和评价学生的学习)。本研究的目的是分析在第一语言教学中,情感和认知视角之间的联系,以及在第一语言教学中需要一种新的多模式、艺术和协作素养,作为知识和自我认识的工具。摘要情感教育是立法日益强调的一个领域;然而,情感教学似乎并没有在保护教师的课程中占有应有的地位。在语言和文学教学的背景下,这一缺陷尤其值得注意,尽管在这一领域,情感的作用已被认为是至关重要的,至少在理论上是这样。This study政见到重复and functional干预教学中的emotions as a跳板for affective and effective扫盲in preservice小学教师的课程。对所使用的教学工具进行了分析,并对塞维利亚大学贝恩小学教育的66名学生进行了应用范围研究,通过数据三角化(特别问卷和学生学习日记评估)检查了这些工具的影响。结果显示,干预,因为禁The link between affective and cognitive perspectives and created The需要to claim a new type of多式联运、艺术和协作性扫盲教学和学习中的升1,as an文书of knowledge and self-knowledge . Emotional education is an area越来越highlighted by立法;然而,情感教学似乎并没有在保护教师的课程中占有应有的地位。在语言和文学教学的背景下,这一缺陷尤其值得注意,尽管在这一领域,情感的作用已被认为是至关重要的,至少在理论上是这样。This study政见到重复and functional干预教学中的emotions as a跳板for affective and effective扫盲in preservice小学教师的课程。对所使用的教学工具进行了分析,并对塞维利亚大学贝恩小学教育的66名学生进行了应用范围研究,通过数据三角化(特别问卷和学生学习日记评估)检查了这些工具的影响。结果表明,干预促进了情感视角与认知视角之间的联系,并产生了在L1作为知识和自我知识工具的教学和学习中要求一种新型多模态、艺术和协作素养的需要。关键词:情感教学;emotional教育;文学教学;小学教育;多式联运扫盲。
Affective literature, effective literacy: a case of “affect turn” among preservice teachers in Spain
La educación emocional constituye un área cada vez más destacada por la legislación; sin embargo, la didáctica de las emociones no parece encontrar el lugar que le corresponde en el currículum formativo del futuro profesorado. Esta carencia es especialmente notable en el contexto de la didáctica de la lengua y la literatura, a pesar de que en este campo el papel de las emociones se reconoce como crucial desde hace décadas, al menos a nivel teórico. Este estudio propone una intervención replicable y funcional a la didáctica de las emociones como resorte para la alfabetización afectiva y efectiva en el currículo del futuro profesorado de educación primaria. Se analizan las herramientas pedagógicas utilizadas y se estudia el alcance de su aplicación en un grupo de 66 estudiantes del Grado en Educación Primaria de la Universidad de Sevilla, examinando su impacto a través de una triangulación de datos (cuestionario ad-hoc y evaluación de los diarios de aprendizaje de los alumnos). Los resultados muestran que la intervención facilitó la vinculación entre las perspectivas afectiva y cognitiva y creó la necesidad de reivindicar un nuevo tipo de alfabetización multimodal, artística y colaborativa en la enseñanza-aprendizaje de las L1, como instrumento de conocimiento y autoconocimiento. Abstract Emotional education is an area increasingly highlighted by legislation; nevertheless, the teaching of emotions does not seem to find its rightful place in the curriculum for preservice teachers. This lack is particularly noticeable in the context of the teaching of language and literature, despite the fact that in this field the role of emotions has been recognised as crucial for decades, at least on a theoretical level. This study proposes a replicable and functional intervention in the teaching of emotions as a springboard for affective and effective literacy in preservice primary school teachers’ curriculum. The pedagogical tools used are analysed and the scope of their application is studied in a group of 66 students of the BAin Primary Education at the University of Seville, examining their impact through a triangulation of data (ad-hoc questionnaire and an evaluation of students’ learning diaries). The results showed that the intervention facilitated the link between affective and cognitive perspectives and created the need to claim a new type of multimodal, artistic, and collaborative literacy in the teaching and learning of L1, as an instrument of knowledge and self-knowledge. Emotional education is an area increasingly highlighted by legislation; nevertheless, the teaching of emotions does not seem to find its rightful place in the curriculum for preservice teachers. This lack is particularly noticeable in the context of the teaching of language and literature, despite the fact that in this field the role of emotions has been recognised as crucial for decades, at least on a theoretical level. This study proposes a replicable and functional intervention in the teaching of emotions as a springboard for affective and effective literacy in preservice primary school teachers’ curriculum. The pedagogical tools used are analysed and the scope of their application is studied in a group of 66 students of the BAin Primary Education at the University of Seville, examining their impact through a triangulation of data (ad-hoc questionnaire and an evaluation of students’ learning diaries). The results showed that the intervention facilitated the link between affective and cognitive perspectives and created the need to claim a new type of multimodal, artistic, and collaborative literacy in the teaching and learning of L1, as an instrument of knowledge and self-knowledge. Keywords: didactics of emotions; emotional education; didactics of literature; primary education; multimodal literacy.