| dc.description.abstract | Cognitive and affective interrelationships are increasingly gaining importance in educational literature,
assigning emotions a prominent role in the teaching and learning process. This study aims to promote
awareness among prospective teachers of their emotional vulnerability and the influence of affective and
emotional aspects in the teaching of natural sciences, mathematics, and social sciences. The research had a
dual purpose: to analyse the beliefs, attitudes, and emotions of prospective teachers regarding the teaching
of these disciplines and to examine the impact on their beliefs and emotions after undergoing specific
training. The study topic is justified by the growing attention emotions are receiving as decisive factors in
learning processes and the persistent substantial gap in scientific education research, particularly in the
realm of online teacher training. To address and analyse this gap, a descriptive quantitative survey study
on beliefs, attitudes, and emotions towards the teaching of these courses before and after participation
in a training program was designed. The analysis of the data revealed results consistent with previous
studies. Specifically, the results demonstrated that prospective teachers showed more negative emotions,
beliefs, and attitudes towards the teaching of natural sciences and mathematics compared to the teaching
of social sciences. However, in all cases, improvements were observed after receiving specific training.
These findings highlight the need to incorporate emotional improvement projects into online teacher
training, particularly in the fields of natural sciences and mathematics. | es |
