The universe of emotions in the configuration of the identity of being a Natural Sciences teacher

Abstract

At present, emotional constructs are increasingly considered in scientific training processes, whether it is about teaching, referring to teachers or if they address learning, referring to students. This work developed from an interpretive paradigm and a phenomenological design aimed to understand the role of emotions in shaping the identity of being a Natural Sciences teacher from the voices of five Ibero-American teachers. With the information provided by in-depth interviews, a microanalysis was applied and six categories were configured, which described how pleasure, love, vocation, and inspiration, among other emotions, configure professional identity, didactic aspects such as affinity for certain forms, teaching currents and teacher-student interactions. It is suggested to consider emotions in teacher training.