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Evolution of Prospective Secondary Education Economics Teachers' Personal and Emotional Metaphors

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dc.contributor.authorMellado Bermejo, Lucía
dc.contributor.authorParte Esteban, Laura
dc.contributor.authorSánchez Herrera, Susana
dc.contributor.authorBermejo, María Luisa
dc.date.accessioned2024-11-20T18:37:38Z
dc.date.available2024-11-20T18:37:38Z
dc.date.issued2021-03-26
dc.descriptionThe registered version of this article, first published in Frontiers in Psychology, is available online at the publisher's website: Frontiers Media, https://doi.org/10.3389/fpsyg.2021.606153
dc.descriptionLa versión registrada de este artículo, publicado por primera vez en Frontiers in Psychology, está disponible en línea en el sitio web del editor: Frontiers Media, https://doi.org/10.3389/fpsyg.2021.606153
dc.description.abstractThis study examines personal and emotional metaphors of prospective economics teachers about the roles they themselves as teachers and their pupils would play by analysing their drawings and responses to open questions. This is a longitudinal study that analyses the evolution of future instructors using two periods: before and after their teaching practicum. Metaphors are categorised into four classes: behaviourist/transmissive, cognitivist/constructivist, situative/socio-historical, and self-referential. The categories for emotions are primary or social and positive, negative, or neutral. The results show that the highest percentage of metaphors for the teacher’s role in both questionnaires were cognitivist/constructivist. Comparison of the findings before and after the teaching practicum revealed no changes in most of the participants’ metaphors and associated models. The analysis also reveals that among those who change, the tendency is to evolve towards more pupil-centred metaphors and associated models. The most common pupil metaphors are behaviourist and cognitivist, increasing after the practicum. Finally, most of the emotions expressed are positive and social, also increasing after the practicum.en
dc.description.versionversión publicada
dc.identifier.citationMellado, L., Parte, L., Sánchez-Herrera, S. y Bermejo, M.L. (2021). Evolution of Prospective Secondary Education Economics Teachers' Personal and Emotional Metaphors. Frontiers in Psychology, 12, 606153. Doi: 10.3389/fpsyg.2021.606153.
dc.identifier.doihttps://doi.org/10.3389/fpsyg.2021.606153
dc.identifier.issn1664-1078
dc.identifier.urihttps://hdl.handle.net/20.500.14468/24456
dc.journal.titleFrontiers in Psychology
dc.journal.volume12
dc.language.isoen
dc.publisherFrontiers Media
dc.relation.centerFacultades y escuelas::Facultad de Ciencias Económicas y Empresariales
dc.relation.departmentEconomía de la Empresa y Contabilidad
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.es
dc.subject53 Ciencias Económicas
dc.subject.keywordsevolution of personal and emotional metaphorsen
dc.subject.keywordseconomicsen
dc.subject.keywordsprospective secondary education teacheren
dc.subject.keywordsbeliefsen
dc.subject.keywordseducational modelsen
dc.subject.keywordsemotionsen
dc.titleEvolution of Prospective Secondary Education Economics Teachers' Personal and Emotional Metaphorsen
dc.typeartículoes
dc.typejournal articleen
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relation.isAuthorOfPublication4f77e8cd-f18a-4461-912b-23c24d42aee8
relation.isAuthorOfPublicationae710893-6e76-4079-8768-de71b11648e8
relation.isAuthorOfPublication.latestForDiscovery4f77e8cd-f18a-4461-912b-23c24d42aee8
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