Including Emotional Intelligence in the Practicum Subject Syllabus at Uniminuto

dc.contributorGuerrero Escobar, Javier Iván
dc.creatorHernández Moreno, Sandra Julieth
dc.date.accessioned2019-10-08T19:50:14Z
dc.date.accessioned2023-03-08T15:41:37Z
dc.date.available2019-10-08T19:50:14Z
dc.date.available2023-03-08T15:41:37Z
dc.date.created2019-10-08T19:50:14Z
dc.date.issued2019-05-23
dc.identifierHernández M., S. J. (2019). Including Emotional Intelligence in the Practicum Subject Syllabus at Uniminuto. (Trabajo de grado). Corporación Universitaria Minuto de Dios. Bogotá- Colombia.
dc.identifierhttps://hdl.handle.net/10656/7934
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/5939356
dc.description.abstractThis qualitative exploratory research study attempts to understand the importance of Emotional Intelligence for pre-service English teachers in a private university. The main objective of this study is to explore the importance of Emotional Intelligence in pre- service English teachers at Uniminuto university as they face mainly five negative emotions in their practicum field. By following an exploratory research method, three different instruments (semi structured interviews, a questionnaire, and a workshop) addressed to three different actors (the director and coordinator of the program, teachers and pre-service English teachers) were conducted in order to determine whether or not Emotional Intelligence is relevant in the formation process in the practicum pre-service teachers face.
dc.languageen
dc.publisherCorporación Universitaria Minuto de Dios
dc.publisherPregrado (Presencial)
dc.publisherLicenciatura en Lenguas Extranjeras con Énfasis en Inglés
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/2.5/co/
dc.rightsOpen Access
dc.sourcereponame: Colecciones Digitales Uniminuto
dc.sourceinstname:Corporación Universitaria Minuto de Dios.
dc.sourceBaltaci, H., Demir, K. (2012). Pre-Service Classroom Teachers’ Emotional Intelligence and Anger Expression Styles. Educational Sciences: Theory & Practices.
dc.sourceBatinic, B., Reips, U., Bosnjak, M. and Werner, A. (2000). Online Social Sciences: The web questionnaire challenge to survey methodologists
dc.sourceBritzman, D. P. (2003). Practice makes practice: A critical study of learning to teach. Albany, NY: State University of New York Press.
dc.sourceCejudo, J., & Lopez-Delgado, M. L. (2017). Importancia de la inteligencia emocional en la práctica docente: un estudio con maestros. Psicología Educativa
dc.sourceChen, J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68-77. 10.1016/j.tate.2016.01.001 Retrieved from https://www.sciencedirect.com/science/article/pii/S0742051X16300014
dc.sourceCherry, K. (2018). Very well mind: Overview of the 6 Major Theories of Emotion. Retrieved from: https://www.verywellmind.com/theories-of-emotion-279571
dc.sourceColeman, A. & Snarey, J. (2011). James-Lange theory of emotions. In S. Goldstein & J. Encyclopedia of child behavior and development (Volume 2, 844-846) New York: Springer Verlag.
dc.sourceCote, Lopes & Salovey. (2003) What is Emotional Intelligence? 2 Theories and Measures. Retrieved from: http://positivepsychology.org.uk/emotional-intelligence-mayer salovey-theory/
dc.sourceDarling- Hammond, L., Orcutt, S., Strobel, K., Kirsch, E., Lit, I., & Martin, D. (2003). Session 5: Feelings count: Emotions and learning. Stanford University School of Education
dc.sourceDoody, O., & Noonan, M. (2013). Preparing and conducting interviews to collect data. Nurse Researcher, 20(5), 28. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/23687846
dc.sourceDuboc. A. (2015) Approaches & Methods in Language Teaching: Preparing the Terrain. Retrieved from: https://edisciplinas.usp.br/pluginfile.php/171237/mod_resource/content/1/Class%203_Approach es%20and%20Methods.pdf
dc.sourceDuclos, S. E., & Laird, J. D. (2001). The deliberate control of emotional experience through control of expressions. Cognition and Emotion, 15 (1), 27-56.
dc.sourceFrenzel, A. C., Pekrun, R., Goetz, T., Daniels, L. M., Durksen, T. L., Becker-Kurz, B., & Klassen, R. M. (2016). Measuring teachers’ enjoyment, anger, and anxiety: The teacher emotions scales (TES). Contemporary Educational Psychology, 46, 148-163. 10.1016/j.cedpsych.2016.05.003 Retrieved from https://www.sciencedirect.com/science/article/pii/S0361476X16300145
dc.sourceIncluding Emotional Intelligence in the Practicum Subject Syllabus at UNIMINUTO Gómez, F. (2015) Los sentimientos y las emociones en la identidad profesional del profesor. Corporación Universitaria Minuto de Dios. Colombia. Retrieved from: http://biblioteca.uniminuto.edu/ojs/index.php/praxis/article/view/1222/1198#
dc.sourceHerriott & Firestone. (1983). Multisite Qualitative Policy Research in Education: A Study of Recent Federal Experience. Retrieved from: https://files.eric.ed.gov/fulltext/ED228155.pdf
dc.sourceLondoño, C. & Villegas, M. (2018). Cognitive value judgements, emotions and stress in teachers and directives from a private educational institution. Universidad Católica, Pereira, Colombia. Retrieved from: http://repositorio.ucp.edu.co:8080/jspui/bitstream/10785/4845/1/DDMPDH66.pdf
dc.sourceMcPheat, S. (2002). Emotional intelligence. MTD Training & Ventus Publishing ApS.
dc.sourceMestre, J., Guil, R., Lopes, P., Salovey, P. & Gil-Olarte, P. (2006). Emotional intelligence and social and academic adaptation to school. Psicothema, 18, 112- 117.
dc.sourceMorse, J. M. (2005). What is qualitative research? Qualitative Health Research, 15(7), 859 860. 10.1177/1049732305279135 Retrieved from: http://journals.sagepub.com/doi/full/10.1177/1049732305279135
dc.sourceMorales, Yimer. (2016). Unveiling pre-service teachers' attitudes toward teaching: The role of pedagogical practicums. Universidad Pedagógica y Tecnológica de Colombia, Tunja, Colombia. Retrieved from: http://www.scielo.org.co/pdf/prf/v18n2/v18n2a03.pdf
dc.sourcePatterson, M. & Higgs, J. (2005). Using hermeneutics as a qualitative research approach in professional practice. The qualitative report, 10(2), 339-357. Retrieved from: http://nsuworks.nova.edu/tqr/vol10/iss2/9
dc.sourceRichards, J. C. (2002). 30 years of TEFL/TESL: A personal reflection. RELC Journal, 33(2), 1-35. https://doi.org/10.1177/003368820203300201.
dc.sourceSalovey. P., & Mayer. J. (1990) Emotional Intelligence and regulation of feelings the Including Emotional Intelligence in the Practicum Subject Syllabus at UNIMINUTO Construction. Retrieved from: http://ei.yale.edu/wpcontent/uploads/2014/06/pub153_SaloveyMayerICP1990_OCR.pdf
dc.sourceSahin, B, Kamile, D. (2012). Pre-Service Classroom Teachers' Emotional Intelligence and Anger Expression Styles. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1002855.pdf
dc.sourceSaunders, M., Lewis, P., & Thornhill, A. (2012). Research Methods for Business Students. 6th edition, Pearson Education Limit.
dc.sourceScherer, K. R. (2005). What are emotions? And how can they be measured? Social Science Information, 44(4), 693-727.
dc.sourceSeidman, Irving. (2006). Interviewing as Qualitative Research. A Guide for Researchers in Education and the Social Sciences. Columbia University. New York and London.
dc.sourceSingh, K. (2007). Quantitative Social Research Methods” SAGE Publication. (P.64).
dc.sourceTüzel, A., Eser, B., & Akcan, S. (2009). Raising the language awareness of pre-service English teachers in an EFL context. European Journal of Teacher Education, 32(3), 271-287. 10.1080/02619760802572659 Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=43099224&lang=es&site=eh ost-live&scope=site
dc.subjectEmotional Intelligence
dc.subjectEmotions
dc.subjectEnglish teacher
dc.subjectteaching practicum
dc.titleIncluding Emotional Intelligence in the Practicum Subject Syllabus at Uniminuto
dc.typeThesis


Este ítem pertenece a la siguiente institución