Emotions of the Childhood Education future teachers in the different areas of the curriculum

Abstract

In this research we analysed the emotions that Childhood Education future teachers experienced as a teacher when they taught different contents. There are many authors who have studied the relevant role of emotions in the educational process, especially in sciences. The lack of studies relating emotions to science in the stage of Early Childhood Education motivated us to carry out this research, which has been made through a study supported by quantitative method. To carry through this research, we counted on 68 students of the third year of the Early Childhood Education Degree of the University of Extremadura. We used a Likert questionnaire as a instrument. The results show that future teachers feel positive emotions in every area of the curriculum, and there are significant differences in relation to the area of enviroment knowledge, the most focused to the science learning.