Emotional memory in Teacher Education: narratives of Normal School students regarding significant learning experiences.

Abstract

This article analyzes the role of emotional memory in initial teacher training within normal schools, based on an interpretive qualitative study conducted with sixth-semester students enrolled in the bachelor’s degree in Primary Education program at the Escuela Normal de San Felipe del Progreso, State of Mexico. Through autobiographical narratives, the learning experiences deemed most significant by the participants were explored. The results indicate that experiences linked to practical application, active participation, the pedagogical bond, and positive emotions foster the consolidation of lasting and meaningful learning. It is concluded that integrating insights from neuroscience and the emotional dimension can strengthen teacher training processes from a holistic perspective.