From girls to teachers. Emotional education in rural female schools in Spanish developmentalism (1957-1975)

Abstract

Introduction and Objective. Our research aims to reconstruct the study of emotions in Spanish developmentalism (1957-1975) throughout the oral history of female students from a rural school, located in Madrigueras (Albacete), who later became teachers. Methodology. We opted for a qualitative approach (historical-educational method), framed within the paradigm of the new Cultural and Social History. Based on content analysis, we conducted in-depth interviews and complemented them with the analysis of the manuals and reading books used by those female students, as well as with documents from the local archive of the City Council. Furthermore, we also intend to investigate the characteristics of rural schools; to analyze the roles of female teacher-students; to assimilate the emotional treatment experienced in classrooms; and to understand the motivation that drove those female students to change the way of education when they became teachers. Results and Conclusions. Our findings show that the emotions experienced at school determined the way in which they sought to renew themselves, carry on professional teacher development and generate affection with their students at their own teaching practices.