ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1577048
Same dish with new ingredients? - Implicit Conceptions of First-Year Pre-Service Teachers about the Role of Emotions in Learning Processes.
Provisionally accepted
- 1Major University, Las Condes, Chile
- 2Escuela Reina de Suecia, Maipu, Chile
- 3Universidad de Chile, ÑUÑOA, Chile
- 4Academy of Christian Humanism University, Santiago, Santiago Metropolitan Region (RM), Chile
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In the context of the emotional turn experienced in the world and in educational systems, this study undertook the task of examining the conceptions that pre-service teachers of first year have re-garding the role of emotions in educational processes. For this purpose, a dilemma questionnaire was applied to a sample of 72 first-year pre-service teachers from Chilean universities. The in-strument considered three types of conceptions called, in an increasing order of complexity, "behavioural reductionism", "influence of emotions on cognition" and "cognitive emotional in-tegration". The results show a rejection of the simplest and the most complex conception, and a large degree of adherence to the conception that separates emotions from cognitive processes, called "influence of emotions on education". There are analysed the differences found according to the gender of the students and a reflection on the possibility that the adherence to dualistic con-ceptions could be a way of reacting to an education based on fear as the only driving force for learning.
Keywords: Implicit conceptions, pre-service teacher, Emotions, Learning processes, beliefs
Received: 14 Feb 2025; Accepted: 25 Apr 2025.
Copyright: © 2025 Bachler, Quiroz, Segovia, Otárola Contreras and Cofré. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Rodolfo Bachler, Major University, Las Condes, Chile
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