Emotions and pedagogical practices in teacher education

Evidence from a rural teacher training college

Abstract

The study examined the relationship between emotions and meaningful learning among teacher education students at the J. Guadalupe Aguilera Rural Normal School in Durango, Mexico, based on an emotional exploration exercise conducted with students in their first, third, and seventh semesters of the Bachelor’s Degree in Primary Education and the Bachelor’s Degree in Teaching and Learning in Telesecundaria. Using a guide of open-ended questions, the study identified the emotions that predominated in the classroom, the factors that triggered them, the self-regulation strategies employed by the students, and the pedagogical activities that fostered deep learning processes. The results show that emotions such as happiness, calmness, and enthusiasm are associated with dynamic classes, supportive environments, and clarity in teachers’ explanations; whereas anxiety, stress, and uncertainty arise in the face of academic overload, poorly structured activities, and teaching styles focused exclusively on demands. It is highlighted that practical, playful, collaborative, and contextualized activities are those that contribute to building meaningful learning, as they allow for linking theory with real-world experience and facilitate understanding. It was observed that teacher education students developed emotional self-regulation strategies such as mindful breathing, seeking support from peers, and reorganizing study times; however, they expressed the need for greater institutional spaces to manage their emotions within the educational process.