Teachers' emotionalprofile and theirimplications in non-interventionalteachingpractices

Abstract

Thisstudy has as empiricalcontext a National Research and Development Project that consisted in the immersion of five researchers in the classroom of seven teachers of Early Childhood Education to study their practical knowledge, or knowledge in action (Schön, 1993, 1998). Specifically, we stop to analyze - from a qualitative approach based on prolonged observation in the classroom, interviews and experience sampling - the emotional profile of one of the teachers through two processes: (1) Analysis of primary emotions thattake place in theirday to day and their repercussions on teaching methods; (2) Identification of their Emotional Intelligence skills and verification that the more they are managed, the more intelectual openness to over come the resistance change towards lessintervencion is tteaching models. to The results reflec thow the emocional intelligence plan ebased on optimist, hope, joy and hope facilitatesthedevelopment of methodologiesthatrequirelessinterventiononthepart of theteacher thatimplytrustingthestudents. Thissupposes a qualitativejump in theway of and understanding the learning on the part of the teacher.