The measurement of meaning

The key purpose of this research was to investigate the mediating role of academics’ self-efficacy in teaching and research (termed ‘academic self-efficacy’) in the relationship between emotions in...

Emotions and teaching styles among academics: the mediating role of research and teaching efficacy

The aim of this paper is to understand the emotions associated with the experience of teaching online in an online university and the factors that influence these emotions. A total of 965 online te...

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Emotions in response to teaching online: Exploring the factors influencing teachers in a fully online university

La Identidad Profesional Docente (IPF) esta intima y continuamente ligada a las emociones desde el mismo momento en que se estructura el perfil de identidad y en cada transformacion que se da. Los estudios que abordan la identidad estan pasando de plantear cuestiones respecto a quien se es para asumir nuevas perspectivas orientadas a cuando, donde y como se es. En este marco conceptual, el presente articulo presenta resultados concernientes a los aspectos relacionados con la identidad y las emociones que diecisiete estudiantes de ultimos semestres de los programas de formacion de maestros de la Universidad Pedagogica y Tecnologica de Colombia (UPTC) atribuyen a la profesion que han escogido. La investigacion se valio del estudio de caso, con multiples unidades de analisis, y de la entrevista a profundidad como tecnica para la recoleccion de los datos, los cuales se analizaron con el apoyo del programa informatico ATLAS TI. En conclusion, las identidades son diversas, dinamicas y complejas, y se configuran a partir de componentes intrapersonales, vivencias emocionales y experiencias en la practica de aula, en correspondencia con las caracteristicas del contexto.

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Emociones e identidad profesional docente: relaciones e incidencia

Aim. To compare the efficacy, safety, and patient’s perception of two prostaglandin E2 application methods for induction of labour. Method. Above 36th weeks of gestation, all women, who were admitted to hospital for induction of labour, were prospectively randomised to intravaginal 1 mg or intracervical 0.5 mg irrespective of cervical Bishop score. The main outcome variables were induction-to-delivery interval, number of foetal blood samples, PDA rate, rate of oxytocin augmentation, rate of vaginal delivery, and patient’s perception using semantic differential questionnaire. Results. Thirty-nine patients were enrolled in this study. There was no statistical significant difference between the two groups in regard to perceptions of induction. The median induction delivery time using intravaginal versus intracervical administration was 29.9 versus 12.8 hours, respectively (). No statistically difference between the groups was detected in regard to parity, gestation age, cervical Bishop score, number of foetal blood samples, PDA rate, rate of oxytocin augmentation, and mode of birth. Summary. Irrespective of the cervical Bishop Score, intracervical gel had a shorter induction delivery time without impingement on the women’s perception of induction.

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Prostaglandin E2 Labour Induction with Intravaginal (Minprostin) versus Intracervical (Prepidil) Administration at Term: Randomized Study of Maternal and Neonatal Outcome and Patient’s Perception Using the Osgood Semantic Differential Scales

The main objective of this study is to increase our knowledge regarding professors’ emotions about their teaching, as a component of teacher identity. In the first part, we present a comprehensive review of the literature about the types of teachers’ emotions and teaching. In the second part we present the results of a validity study with a semantic differential scale developed to explore the emotions of university professors about their teaching. This scale was fulfilled by a sample of 198 university teachers and comprises a list of pairs of bi-polar adjectives that summarize a broad range of affective classifications about teaching in higher education. Exploratory factor analysis revealed a three-factor structure of emotions about teaching in higher education: Motivation for teaching, Evaluation of oneself as a teacher, and Teaching performance. The cross-referencing of the scale to Trigwell and Prosser’s (2004) teachers’ approaches to teaching is analysed and discussed. Our results suggest new lines of research about teachers’ emotions in higher education, proposing further studies to collect more validity evidences about the affective dimensions of teaching.

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Antoni Badia Garganté

Papers

Affective Dimension of University Professors about their Teaching: An Exploration through the Semantic Differential Technique