LA FENOMENOLOGÍA COMO MÉTODO DE INVESTIGACIÓN DE LAS EMOCIONES DE LOS DOCENTES: UNA OPORTUNIDAD PARA LA REFLEXIÓN

Abstract

The concept of comprehensive training for students began to gain importance a few
decades ago, so the educational field as well as educational policies have emphasized
that to achieve this purpose it is of special relevance to include emotional education for
both the student population and the teaching population, it is recognized that educators
are a fundamental axis that contributes to the comprehensive training and quality
education, likewise it is emphasized that not only solid academic knowledge is required,
but also an adequate emotional management. Nowadays, it is necessary for educators to
have emotional competencies to face the challenges that their profession demands. This
demand for emotional competencies in teachers, which has been driven by contemporary
educational policies, motivates the use of qualitative methods such as the philosophical
phenomenological approach to explore, from a deeper and more detailed perspective,
teachers’ emotions and their impact on the school context. The purpose of this essay is
to reflect on phenomenology as the appropriate method to investigate emotions in the
educational process, highlighting its advantages, its limitations and the implications it
can have on teaching practice. On the other hand, recent research using this method to
better understand teachers’ emotions and their relationship with the school environment is
reviewed and critically analyzed, concluding that phenomenology offers a powerful tool for
emotional analysis in the educational sector. Finally, this method allows the development
of effective intervention strategies that respond to the emotional needs of both teachers
and students, thus promoting an educational environment with greater collaborative,
humane and inclusive interaction.