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Abstract：
The research shows that a very important part of initial teacher education is to reformulate the beliefs that student teachers bring with them from their school experience. These beliefs, which are intuitive in nature, deal with different educational topics and one area that is currently of great importance, due to the emotional turn that the educational system is experiencing, are the beliefs that student teachers hold about the role of emotions in educational processes. In a world full of views that portray emotions as discrete states that are separate from cognitive processes, it is a priority for initial teacher development to train future teachers to hold conceptions that consider the deep emotional-cognitive integration that exists in the human brain. At the same time, this process requires teacher educators (hereafter referred to as TEs) who hold conceptions on this topic that are aligned with the most current scientific knowledge on the subject. However, we do not know how the conceptions that TEs maintain on this topic are, since, until now, research on conceptions has focused on other types of educational topics. Considering the foregoing, this study aimed to evaluate the conceptions that TEs have on this topic, using a questionnaire of dilemmas that was applied to 68 TEs from different universities. The results obtained show that the TEs maintain perspectives on the role of emotions in the teaching and learning processes that oscillate between dualism and emotional-cognitive integration. In addition, it was found that TEs\' perspectives tend to be more integrative when considering attitudinal learning than when considering verbal learning. Finally, the study shows that maintaining integrative perspectives is more difficult when educational situations involve emotions of positive valence that may constitute an obstacle for teaching and learning. The results are discussed, and a series of reflections are elaborated in order to analyze to what extent the beliefs held by TEs are adequate as a cognitive basis for reformulating the conceptions held by student teachers on this issue.
摘要：
研究表明，初始教师教育的一个非常重要的部分是重新制定学生教师从他们的学校经历中带来的信念。这些信念,本质上是直观的，处理不同的教育主题和一个目前非常重要的领域，由于教育系统正在经历的情感转变，是学生教师对情感在教育过程中的作用的信念。在一个充满观点的世界里，情感被描绘成与认知过程分离的离散状态，培养未来的教师持有考虑人脑中存在的深层情感-认知整合的概念是初始教师发展的优先事项。同时,这个过程需要教师教育者（以下称为TE），他们持有与该主题的最新科学知识相一致的关于该主题的概念。然而,我们不知道TEs在这个主题上保持的概念是什么，因为,直到现在,对概念的研究集中在其他类型的教育主题上。考虑到上述情况，这项研究旨在评估TEs对这一主题的概念，使用一份困境问卷，该问卷适用于来自不同大学的68名学生。获得的结果表明，TE保持对情感在二元论和情感认知整合之间振荡的教学和学习过程中的作用的看法。此外,研究发现，在考虑态度学习时，与考虑言语学习时相比，TEs的观点更倾向于整合。最后,研究表明，当教育情境涉及可能构成教学和学习障碍的积极情绪时，保持综合观点更加困难。对结果进行了讨论，并详细阐述了一系列思考，以分析TE持有的信念在多大程度上足以作为重新制定学生教师在此问题上的观念的认知基础。
