Le rôle des émotions dans la construction de l’identité des enseignants d’anglais en formation
DOI :
https://doi.org/10.17533/udea.ikala.356893Mots-clés :
autorégulation des émotions, tournant émotionnel dans l’éducation, identité de l’enseignant, enseignants d’anglais en formation, stage d’enseignementRésumé
L’étude des émotions ressenties par les stagiaires des langues étrangères et de l'influence des émotions sur la formation de leur identité a pris de l’ampleur au cours des dix dernières années. Cette étude analyse le rôle des émotions des stagiaires et l’impact qu’elles ont sur la construction de leur identité d'enseignant.s.es d’anglais. Pour ce faire, une étude qualitative a été menée, avec une approche descriptive, basée sur des récits co-construits par 20 stagiaires d’un programme de licence en langues étrangères, avec un accent sur l’anglais, dans une université de Bogotá, en Colombie. L’analyse thématique des récits a permis de constater que la pratique de l’enseignement est vue comme un espace thérapeutique pour guérir les émotions des expériences passées ; que les émotions activent la réflexion critique des praticiens pour prendre des décisions et apporter des changements en eux-mêmes et dans les situations vécues dans la pratique ; et qu’une formation à l’intelligence émotionnelle est nécessaire dans les programmes d’études pour trouver des stratégies qui permettent l’autorégulation des émotions.
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