# Same dish with new ingredients? —Implicit conceptions of first-year pre-service teachers about the role of emotions in learning processes

## TL;DR

This study explores how first-year pre-service teachers in Chile view the role of emotions in learning, finding that they tend to separate emotions from cognitive processes.

## Contribution

The study introduces a framework of three conceptions of emotions in learning and reveals how pre-service teachers' views may reflect reactions to fear-based education.

## Key findings

- Pre-service teachers largely adhere to the 'influence of emotions on cognition' conception.
- There is a rejection of both the simplest and most complex emotional conceptions.
- Gender differences in conceptions were observed, suggesting varied perspectives on emotional integration in learning.

## Abstract

In the context of the emotional turn experienced in the world and in educational systems, this study undertook the task of examining the conceptions that pre-service teachers of first year have re-garding the role of emotions in educational processes. For this purpose, a dilemma questionnaire was applied to a sample of 72 first-year pre-service teachers from Chilean universities. The in-strument considered three types of conceptions called, in an increasing order of complexity, “behavioral reductionism,” “influence of emotions on cognition” and “cognitive emotional in-tegration.” The results show a rejection of the simplest and the most complex conception, and a large degree of adherence to the conception that separates emotions from cognitive processes, called “influence of emotions on education.” There are analyzed the differences found according to the gender of the students and a reflection on the possibility that the adherence to dualistic con-ceptions could be a way of reacting to an education based on fear as the only driving force for learning.