Educación emocional y perspectiva de género en la formación del profesorado de ciencias: un estudio desde la práctica pedagógica situada

Abstract

Emotional education is recognized as a key component for transforming teaching practices by integrating the emotional and cognitive development of students. Its incorporation supports creative thinking, scientific problem-solving, and the construction of meaningful interpersonal relationships. However, research has indicated that the Chilean school curriculum still presents limitations in explicitly addressing learning objectives related to the development of emotional competencies, which hinders progress toward a more integral education. In response to this context, a single-case study was conducted in a school where pre-service teachers from the Biology and Natural Sciences Teacher Education program completed their professional practice. The study aimed to analyze conceptions of the emotional competencies of self-confidence and leadership, in relation to gender, held by secondary students and the mentor teacher in the school setting. Data production included an observation log, semi-structured interviews, a student questionnaire, and a focus group. The qualitative content analysis identified gender-related differences in self-confidence and leadership, as well as tensions associated with discourses that shape participation opportunities and the construction of more equitable educational environments in science teaching.