Phenomenological study
teacher confidence in their pedagogical practice
DOI:
https://doi.org/10.18050/RevUcv-Scientia.v10n1a9Keywords:
Phenomenology, Pedagogical componentes, Teacher confidence, Persuasion, FrustrationAbstract
The experiences of primary school teachers in their pedagogical practices have allowed them to demonstrate diverse significant attitudes and behaviors for the educational process. The objective of this research was to identify and analyze them through the hermeneutic phenomenological method. By means of the close-up observation technique, the conversational interview and from the reflection of meanings, thematic units such as trust, persuasion, and frustration were established. They arose from the analysis of phenomenology, a method that describes how the world is experienced through consciousness, and from hermeneutics that discovers and interprets through language the meanings that are in it. The emerging category was teacher confidence assumed as a belief in the teacher's behavior toward the student. These procedures allowed the elaboration of individual physiognomy and group physiognomy or phenomenological text.
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