Teaching-Learning: Improvement Based on Interaction by Those Involved
Keywords:
Educational assessment, interactional context, learning, emotions, pedagogi- cal know-how, education and training, performance-focused educationAbstract
The article presents a new evaluative dimension by assessing the context of classroom interaction from the perspective of those involved. An assessment of this type enables the teacher to gather evidence to improve the learning situation in each course, based on an awareness of the emotions that arise in students during class.
Students at all educational levels were surveyed. They contextualized the emergence of their favorable and unfavorable emotions for learning in everyday classroom inte- raction at school and the university. The study highlights the role of emotions in the construction of learning, taking into account Humberto Maturana’s view of emotions, as well as the need for this research to contribute to a shared conceptualization of pedagogical know-how in initial and continuous training for teachers.
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