Resumo

CUADRA MARTINEZ, David Jorge; SALGADO ROA, Jorge Alejandro; LERIA DULčIć, Francisco José  e  MENARES OSSANDON, Néstor Dante. Subjective Theories on Teachers About Learning and Socio-Emotional Development: A Case Study. Educación [online]. 2018, vol.42, n.2, pp.250-271. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v42i2.25659.

In order to describe and interpret subjective theories (ST) regarding student learning and socioemotional development, an interpretative descriptive study based on a qualitative methodology and case study design was carried out in a group of primary and secondary public school teachers in Atacama (Chile). A convenient sample constitituted by nineteen teachers from two primary schools and one primary and secondary education school were used under the case representativeness criteria. Eight episodic interviews and two discussion groups were made. Data was analyzed using the grounded theory content analysis technique with a specific analysis for ST. Results showed: (a) a subjective meaning of learning and emotional development, related to the teaching of values, habits, interpersonal skills and a sense of life in the students; (b) social, family, schooling and individual factors that teachers associate with this process acting as (c) facilitators and obstacles; (d) a process of evolutionary student social-emotional development described in four phases and pedagogical practices necessary to adapt to face these periods; (e) proposals for socio-emotional education; and (f) a characterization of teacher training for social-emotional education considering experiences of both formal and informal learning. The characteristics of ST found as well as their relationship with pedagogical practices and teacher training are analyzed.

Palavras-chave : Subjective theories; social and emotional education; emotional development; teacher training.

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