Pedro Membiela Iglesia
Biographic Data
| ID | 6508933 |
|---|---|
| NAME | Pedro Membiela Iglesia |
| GIVEN NAMES | Pedro Membiela |
| FAMILY NAME | Iglesia |
| SIGNATURE | IGLESIA P M |
| AFFILIATIONS | Universidade de Vigo |
| ORCID | 0000-0002-8584-0417 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Antecedents of Chilean in-service science teachers’ emotions
This study analyses the antecedents of the most frequent emotions experienced when teaching science (enjoyment, anger and anxiety). Data were obtained from 430 Chilean in-service science teachers using a self-report questionnaire and analysed with linear regressions. The results show the important role of motivation towards teaching career and self-efficacy in teachers’ emotions. Moreover, and to a lesser extent, the perception of science teachin…
Motivation to learn science, emotions in science classes, and engagement towards science studies in Chilean and Spanish compulsory secondary education students
Important factors in learning science include motivational variables (relevance of science learning for personal goals, self‐efficacy for learning science, and interest in a scientific career), emotional variables (boredom and enjoyment in science classes), and engagement variables (vigor, dedication, and absorption towards science studies). Data from 3034 Chilean and Spanish compulsory secondary education students was used to study the relations…
Motivation for science learning as an antecedent of emotions and engagement in preservice elementary teachers
Several variables associated with motivation toward science learning in preservice elementary teachers, such as relevance to personal goals and self‐efficacy, are important factors in preservice preparation. The main objective is to analyze the relationships of these motivational variables with the emotions of boredom and enjoyment, and with engagement in science learning. Data were obtained with a self‐report questionnaire completed by 871 prese…
Examining Chinese and Spanish preservice teachers’ practicum teaching experiences
This paper examines how Chinese (n = 11) and Spanish (n = 11) preservice teachers reflect on their learning-to-teach experiences during the teaching practicum period through the lenses of transformative learning theory and third space conceptualisation. Specifically, the authors adopted the five-stage transformative learning model and collected reflective journals from the participants. Framed by this model, the authors traced the Chinese and Spa…
Inquiry projects for scientific education
The approach of learning science through inquiry presents significant challenges for teachers and students. In light of this, an extensive experience has been developed in which students without any previous training or specific interests have been organized into small groups to carry out scientific inquiry projects guided by their teachers. Evaluation of the experience is clearly positive, and is based on questionnaires completed at the end of t…
A view of rural schooling through the eyes of former students
Teachers' memories of disciplinary control strategies from their own school days
This article provides a vision of school disciplinary strategies as provided by childhood school memories of practicing or unemployed teachers. This narrative approach allows us to understand the school and its daily routines and rituals from an insiders' point of view, drawing upon the double perspective teachers employ when reflecting on their own experience as school children. The results of the study demonstrate a wide range of disciplinary p…
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Teachers' memories of disciplinary control strategies from their own school days
This article provides a vision of school disciplinary strategies as provided by childhood school memories of practicing or unemployed teachers. This narrative approach allows us to understand the school and its daily routines and rituals from an insiders' point of view, drawing upon the double perspective teachers employ when reflecting on their own experience as school children. The results of the study demonstrate a wide range of disciplinary p…
A view of rural schooling through the eyes of former students
Inquiry projects for scientific education
The approach of learning science through inquiry presents significant challenges for teachers and students. In light of this, an extensive experience has been developed in which students without any previous training or specific interests have been organized into small groups to carry out scientific inquiry projects guided by their teachers. Evaluation of the experience is clearly positive, and is based on questionnaires completed at the end of t…
Examining Chinese and Spanish preservice teachers’ practicum teaching experiences
This paper examines how Chinese (n = 11) and Spanish (n = 11) preservice teachers reflect on their learning-to-teach experiences during the teaching practicum period through the lenses of transformative learning theory and third space conceptualisation. Specifically, the authors adopted the five-stage transformative learning model and collected reflective journals from the participants. Framed by this model, the authors traced the Chinese and Spa…
Motivation for science learning as an antecedent of emotions and engagement in preservice elementary teachers
Several variables associated with motivation toward science learning in preservice elementary teachers, such as relevance to personal goals and self‐efficacy, are important factors in preservice preparation. The main objective is to analyze the relationships of these motivational variables with the emotions of boredom and enjoyment, and with engagement in science learning. Data were obtained with a self‐report questionnaire completed by 871 prese…
Motivation to learn science, emotions in science classes, and engagement towards science studies in Chilean and Spanish compulsory secondary education students
Important factors in learning science include motivational variables (relevance of science learning for personal goals, self‐efficacy for learning science, and interest in a scientific career), emotional variables (boredom and enjoyment in science classes), and engagement variables (vigor, dedication, and absorption towards science studies). Data from 3034 Chilean and Spanish compulsory secondary education students was used to study the relations…
Antecedents of Chilean in-service science teachers’ emotions
This study analyses the antecedents of the most frequent emotions experienced when teaching science (enjoyment, anger and anxiety). Data were obtained from 430 Chilean in-service science teachers using a self-report questionnaire and analysed with linear regressions. The results show the important role of motivation towards teaching career and self-efficacy in teachers’ emotions. Moreover, and to a lesser extent, the perception of science teachin…
Psychology (7 works) · Mathematics education (5 works) · Pedagogy (4 works) · Social Psychology (4 works) · Motivation and Self-Concept in Sports (3 works) · Sociology (3 works) · Boredom (2 works) · Creativity in Education and Neuroscience (2 works) · Education, Achievement, and Giftedness (2 works) · Mathematics (2 works)