The Role of Emotions in Teaching of Educommunication in Primary Education

Authors

  • Carmela García-Marigómez Universidad de Valladolid
  • Vanessa Ortega-Quevedo Universidad Complutense de Madrid
  • Cristina Gil Puente Universidad de Valladolid

DOI:

https://doi.org/10.47553/rifop.v99i38.2.100064

Abstract

The influence of Information and Communication Technologies (ICT) and media in people's lives is a great concern today. However, its introduction in formal education from a holistic perspective that attends to the convergence of instrumental and critical factors as well as cognitive and emotional factors remains deficient. Therefore, the aim of this project was, on the one hand, to analyse and assess the positive and negative emotions generated in primary school teachers when teaching media and information literacy and digital competence (MIL-ICT). On the other hand, the aim was to analyse the attention given by teachers to emotion in their educational practices on MIL-ICT. To this end, the study employed a mixed methodological design through the design, validation and dissemination of a questionnaire composed of two semantic differentials and an open-ended question. The results of the study showed that teachers predominantly expressed positive affectivity. However, a considerable percentage showed negative emotions. Regarding the educational strategies implemented by the teachers surveyed, a predominance of instrumental content was detected. In conclusion, the need to attend to the emotional brain stands out as an essential element in the development of teachers' MIL-ICT, for its influence on their personal development, and for its potential to promote learning.

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Published

2024-07-23

How to Cite

García-Marigómez, C., Ortega-Quevedo, V., & Gil Puente, C. (2024). The Role of Emotions in Teaching of Educommunication in Primary Education. Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 99(38.2). https://doi.org/10.47553/rifop.v99i38.2.100064

Issue

Vol. 99 No. 38.2 (2024): Emerging Trends in the Teacher Training

Section

Miscelánea

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