¿Hay lugar para lo emocional en la enseñanza de la física universitaria? Un acercamiento desde el relato del docente

This qualitative research article explores the teaching process and emotional bond of a group of university physics teachers at a private Chilean university's physical sciences department. The study aimed to illustrate the emotional experiences of a group of university physics teachers, considering the characteristics that shaped their teaching style. Six teachers from physical sciences departments participated in semi-structured interviews. The results, derived from a content analysis of the interview corpus, reveal a sense of anxiety stemming from the limited availability of teaching aids, fatigue stemming from the use of conventional physics teaching methods, a deficiency of emotional support, and a sense of neglect in the teaching process. We anticipate considering these elements to cultivate a supportive and emotionally contained environment for university physics teachers.