The Affective Dimension in Initial Teacher Education: Conceptions and Challenges from the Perspective of its Actors

Abstract

There is consensus regarding the crucial role of emotions both in students' learning and development and in teaching work. However, little is known about how the affective dimension is understood and addressed in pre-service teacher education in Chile. It is known that actors' approaches to and interpretations of the affective dimension influence the way in which it is incorporated in teacher education. Therefore, this study aimed to explore the different conceptions held by teacher educators, pedagogy students, and program directors across six elementary education teacher training programs at Chilean universities. The findings indicate that these diverse views cluster into two main perspectives. One is of a restricted nature, focusing on the individual, psychological aspects, and mental health; the other is broader, conceiving affective subjectivity as emerging from social, political, and cultural interactions, which shape conceptions of teaching practice, teacher education, and the teaching profession. These perspectives have implications for curricular decisions, understanding emotions and their role in learning, the relationship between teacher educators and future teachers, practical training, and support and mentoring policies.