Exploración de emociones epistémicas en la formación creativa de docentes
DOI:
https://doi.org/10.31637/epsir-2025-1222Palabras clave:
emociones epistémicas, creatividad, formación docente, curiosidad, entusiasmo, sorpresa, técnicas creativas, investigación-acciónResumen
Introducción: Las emociones son cruciales en la creatividad, influyendo en el pensamiento, la resolución de problemas y la generación de ideas innovadoras, pero pocas investigaciones abordan las emociones epistémicas derivadas de actividades cognitivas. Esta investigación evalúa en qué medida los futuros docentes experimentan emociones epistémicas durante su participación en dos técnicas de creatividad. Metodología: Se adoptó un enfoque mixto y un diseño de investigación-acción en un módulo opcional sobre creatividad, con diez estudiantes. Las técnicas fueron Café Mundial y Land Art. Los datos se recolectaron mediante diarios personales y cuestionarios. Resultados: Los análisis cuantitativos mostraron diferencias significativas en la intensidad de las emociones epistémicas según la técnica utilizada. Emociones positivas como curiosidad/interés y entusiasmo predominaron, y en menor medida, sorpresa. Los datos cualitativos respaldaron estos hallazgos. Discusión: Los resultados coinciden con investigaciones sobre la importancia de las emociones positivas en la creatividad y destacan la relevancia de la sorpresa en contextos creativos. Muestran que las emociones negativas iniciales pueden transformarse en positivas durante el proceso creativo. Conclusiones: Fomentar la creatividad en la formación docente es esencial, ya que promueve emociones que facilitan el aprendizaje. Incluir módulos de creatividad y capacitar a los formadores maximizaría su impacto educativo.
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