Visit prior to first teaching practice in the classroom: Emotions experienced by normal school students

Abstract

This article describes the emotions experienced by normal school students when making the visit prior to their first experience of teaching intervention in the classroom, coupled with the exploration of the reasons that led them to decide on teaching. With said stay, future teachers are positioned in a specific socioeducational context in which the ideas built about teaching will be realized; gateway to a profession that, whatever the reasons for choosing it, today are also part of what will shape their being a teacher. Qualitative design is used, through narrative research. Findings show that normalistas have decided on teaching, mostly, due to the influence of family members who pursue the career; following a vocational idea is another reason. On the other hand, a cluster of emotions experienced is identified around four major aspects: the first around their personal safety, given the sociocultural environment in which they will participate; the second regarding the initial association with peers designated to the same school; the third in terms of the interpersonal relationships perceived in their meeting with directors, teachers and, in general, with the school community where they would carry out their work; finally, the inherent challenge embodied by classroom managementorganization and the matter of discipline of the students in their group.