TITLE:
Affectivity of University Teachers: Personal, Social and Institutional Aspects
AUTHORS:
Karina Pacheco Dohms, Carla da Conceição Lettnin, Aline Rocha Mendes, Juan J. M. Mosquera, Claus D. Stobäus
KEYWORDS:
Education, Affectivity, Feelings, Emotions, Universitary Teacher
JOURNAL NAME:
Psychology,
Vol.5 No.15,
October
30,
2014
ABSTRACT: Our
research presents reports of 20 university teachers, both genders, from
different cities of Rio Grande do Sul-BR, about what they think about
affectivity in their teaching, aiming to clarify which aspects would be
important to be developed by teachers and students, to contribute to better
learning and well-being in the university environment, with interviews, analyzing
their responses with qualitative technique of content analysis, described by
Morais. The theoretical framework is mainly based on studies of: Gardner, Damasio,
Casassus, Ekman, Goleman, with details on the development of emotions and
feelings; complemented by Mosquera and Stobaus ideas, working in the Research
Group Malaise and Wellness in Teaching and Affectivity: expression of feelings
in Education. The analysis revealed eight categories: 1) Feelings/emotions in
teaching; 2) Behavioral Expression of feelings/emotions; 3) Self-concept in the
educational environment; 4) Affectivity and interpersonal relations in
educational environment; 5) Affectivity and professional qualification; 6)
Affectivity as facilitating/disturbing of learning; 7) Affectivity and
identification with the profession; and 8) Affectivity related to Health and
Education. As results we emphasize that affectivity/feelings of university teachers
is, first, directed to the Personal Aspects (categories 1, 2, 3, 7), second,
focused on Social Aspects (categories 4, 6, 8) and, finally, to Institutional
Aspects (category 5), which in general leads to the understanding that, for the
teachers interviewed, affect is very important in the educational context and
depends on individual training (self) so you can be used positively in this
environment as a tool for learning, and for healthy interpersonal relationships
(contextualization).