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Research in Science & Technological Education Volume 32, 2014 - Issue 2
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Articles

Emotions in prospective secondary teachers when teaching science content, distinguishing by gender

Ana Belén BorracheroDepartment of Science and Mathematics Education, University of Extremadura, Badajoz, SpainCorrespondence[email protected]
,
María BrígidoDepartment of Science and Mathematics Education, University of Extremadura, Badajoz, Spain
,
Lucía MelladoSpanish National University for Distance Education, Madrid, Spain
,
Emilio CostilloDepartment of Science and Mathematics Education, University of Extremadura, Badajoz, Spain
&
Vicente MelladoDepartment of Science and Mathematics Education, University of Extremadura, Badajoz, Spain
Pages 182-215 | Published online: 28 Apr 2014

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Xiantong Yang & Yiyi Wang. (2023) The relation between teaching self-efficacy and behavior of experimental design teaching in Chinese science teachers. Research in Science & Technological Education 0:0, pages 1-20.
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Angel Ezquerra, Federico Agen, Radu Bogdan Toma & Ivan Ezquerra-Romano. (2023) Using facial emotion recognition to research emotional phases in an inquiry-based science activity. Research in Science & Technological Education 0:0, pages 1-24.
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Chao Ye, Xiaodan Zhu & Scott N. Lieske. (2023) Speaking your feelings in the moment: teaching geographic thought with emotion. Journal of Geography in Higher Education 47:2, pages 269-284.
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T. Zamalloa & J. Sanz. (2023) Attitudes of secondary school students towards geology in Spain. Research in Science & Technological Education 41:1, pages 123-146.
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Yung-Chi Lin. (2022) Using a drawing method to investigate pre-service teachers’ beliefs, knowledge and emotions about mathematics teaching and learning. Asia-Pacific Journal of Teacher Education 50:5, pages 474-497.
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Junjun Chen. (2021) Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019. Cambridge Journal of Education 51:3, pages 327-357.
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M.A. Dávila-Acedo, F. Cañada, J. Sánchez-Martín, D. Airado-Rodríguez & V. Mellado. (2021) Emotional performance on physics and chemistry learning: the case of Spanish K-9 and K-10 students. International Journal of Science Education 43:6, pages 823-843.
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Lucía Mellado, Laura Parte & Enrique Villanueva. (2020) Perceptions of the accounting profession based on an analysis of metaphors by undergraduate accounting students. Accounting Education 29:6, pages 572-604.
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Lina Melo, Florentina Cañada & Vicente Mellado. (2017) Exploring the emotions in Pedagogical Content Knowledge about the electric field. International Journal of Science Education 39:8, pages 1025-1044.
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Donna King, Stephen Ritchie, Maryam Sandhu & Senka Henderson. (2015) Emotionally Intense Science Activities. International Journal of Science Education 37:12, pages 1886-1914.
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Angel Ezquerra, Federico Agen, Iñigo Rodríguez-Arteche & Ivan Ezquerra-Romano. (2022) Integrating Artificial Intelligence into Research on Emotions and Behaviors in Science Education. Eurasia Journal of Mathematics, Science and Technology Education 18:4, pages em2099.
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Pedro Membiela, Manuel Vidal, Sandra Fragueiro, María Lorenzo, Isabel García‐Rodeja, Virginia Aznar, Anxela Bugallo & Antonio González. (2021) Motivation for science learning as an antecedent of emotions and engagement in preservice elementary teachers. Science Education 106:1, pages 119-141.
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Robbert Smit, Nicolas Robin & Florian Rietz. (2021) Emotional experiences of secondary pre-service teachers conducting practical work in a science lab course: individual differences and prediction of teacher efficacy. Disciplinary and Interdisciplinary Science Education Research 3:1.
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María Antonia Dávila-Acedo, Diego Airado-Rodríguez, Florentina Cañada-Cañada & Jesús Sánchez-Martín. (2021) Detailed Emotional Profile of Secondary Education Students Toward Learning Physics and Chemistry. Frontiers in Psychology 12.
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Míriam Hernández-Barco, Florentina Cañada-Cañada, Isaac Corbacho-Cuello & Jesús Sánchez-Martín. (2021) An Exploratory Study Interrelating Emotion, Self-Efficacy and Multiple Intelligence of Prospective Science Teachers. Frontiers in Education 6.
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Fulya KÖSE & Gülay BEDİR. (2020) Öğretmen Adaylarının Duygu ve Kişilik Özellikleri ile Öğretim Yeterlikleri Arasındaki İlişkinin İncelenmesi. Cumhuriyet International Journal of Education.
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Jesús Sánchez-Martín, Mario Corrales-Serrano, Amalia Luque-Sendra & Francisco Zamora-Polo. (2020) Exit for success. Gamifying science and technology for university students using escape-room. A preliminary approach. Heliyon 6:7, pages e04340.
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Guadalupe Martínez-Borreguero, Juan José Perera-Villalba, Milagros Mateos-Núñez & Francisco Luis Naranjo-Correa. (2020) Development of ICT-Based Didactic Interventions for Learning Sustainability Content: Cognitive and Affective Analysis. Sustainability 12:9, pages 3644.
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Esperanza Rosiña, M. Luisa Bermejo, Miriam del Barco, Florentina Cañada & Jesus Sanchez-Martin. 2020. Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities. Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities 261 280 .
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Elizabeth Hufnagel. (2019) The “Subtext of Everything”: High School Science Teachers’ Views of Emotions and Their Related Teaching Practices. Canadian Journal of Science, Mathematics and Technology Education 19:4, pages 430-445.
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Junjun Chen. (2019) Research Review on Teacher Emotion in Asia Between 1988 and 2017: Research Topics, Research Types, and Research Methods. Frontiers in Psychology 10.
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Rebecca E. Olson, Jordan McKenzie, Kathy A. Mills, Roger Patulny, Alberto Bellocchi & Fiona Caristo. (2019) Gendered emotion management and teacher outcomes in secondary school teaching: A review. Teaching and Teacher Education 80, pages 128-144.
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Alberto Bellocchi. (2018) Early career science teacher experiences of social bonds and emotion management. Journal of Research in Science Teaching 56:3, pages 322-347.
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Irene del Rosal Sánchez, María Luisa Bermejo García & Florentina Cañada Cañada. (2019) Estudio de las emociones y sus causas en la enseñanza-aprendizaje de los seres vivos en educación primaria. Bio-grafía 12:22.
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Ana Belén Borrachero Cortés, María Antonia Antonia Dávila Acedo, Emilio Costillo Borrego & Vicente Mellado Jiménez. (2017) Las emociones del futuro profesorado de secundaria de ciencias y matemáticas, tras un programa de intervención. Ápice. Revista de Educación Científica 1:1, pages 17-39.
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Donna King, Stephen M. Ritchie, Maryam Sandhu, Senka Henderson & Ben Boland. (2017) Temporality of Emotion: Antecedent and Successive Variants of Frustration When Learning Chemistry. Science Education 101:4, pages 639-672.
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María Antonia Dávila, Robson Novais, Ana Belén Borrachero & Lucía Mellado. (2017) Las metáforas sobre el profesor y el aprendizaje de estudiantes de Maestría de Brasil y España. Ciência & Educação (Bauru) 23:1, pages 273-295.
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Jin Su Jeong, David González-Gómez & Florentina Cañada-Cañada. (2016) Students’ Perceptions and Emotions Toward Learning in a Flipped General Science Classroom. Journal of Science Education and Technology 25:5, pages 747-758.
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Lucía MELLADO BERMEJO, María Rosa LUENGO GONZÁLEZ, Juan Luis DE LA MONTAÑA CONCHIÑA & María Luisa BERMEJO GARCÍA. (2016) Las metáforas emocionales de profesores en formación de Infantil, Primaria y Psicopedagogía. Enseñanza & Teaching: Revista Interuniversitaria de Didáctica 34:1, pages 179.
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Geert Kelchtermans & Ann Deketelaere. 2016. International Handbook of Teacher Education. International Handbook of Teacher Education 429 461 .

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