Abstract
The development of active methodologies has been the object of
theoretical and practical analysis in this proposal, as the need for students to
be the main protagonists of the teaching-learning process, ceasing to be
knowledge recipients to become active producers of new knowledge. It has
been found that these, by themselves, do not achieve the desired impact if the
relationship between ethical values - emotions is not undertaken, this first
experience being collected in the book: Education, ethics and values. Another
look from the educational practice, published in 2018. Therefore, the objective
of this research was to demonstrate from similar contexts and periods the
similar results that were achieved in the learning of teachers from this
relationship. A participant observation methodology was used from the polarity
criteria of the semantic differential tables to evaluate emotional states from a
participatory action research design. The analogous results obtained from
evaluations organized in three different periods and contexts, allowed us to
arrive at a pedagogical principle, which favors ethical values, thus
demonstrating the impact and priority that emotions have, in the development
of learning and the promotion of the values in the subjects.
Keywords: ethic; feeling; methodology.
How to cite this article:
Rodríguez, M., García, W., & Fuentes, C. (2020). Ethical values and emotions from the development
of active methodologies in teacher training. Revista Scientific, 5(15), 229-246, e-ISSN: 2542-2987.
Recovered from: https://doi.org/10.29394/Scientific.issn.2542-2987.2020.5.15.11.229-246
Date Received:
28-08-2019
Date Acceptance:
09-12-2019
230
Date Publication:
05-02-2020
Arbitrado
Ethical values and emotions from the development of active
methodologies in teacher training