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This study examines personal and emotional metaphors of prospective economics teachers about the roles they themselves as teachers and their pupils would play by analysing their drawings and responses to open questions. This is a longitudinal study that analyses the evolution of future instructors using two periods: before and after their teaching practicum. Metaphors are categorised into four classes: behaviourist/transmissive, cognitivist/constructivist, situative/socio-historical, and self-referential. The categories for emotions are primary or social and positive, negative, or neutral. The results show that the highest percentage of metaphors for the teacher’s role in both questionnaires were cognitivist/constructivist. Comparison of the findings before and after the teaching practicum revealed no changes in most of the participants’ metaphors and associated models. The analysis also reveals that among those who change, the tendency is to evolve towards more pupil-centred metaphors and associated models. The most common pupil metaphors are behaviourist and cognitivist, increasing after the practicum. Finally, most of the emotions expressed are positive and social, also increasing after the practicum.

A través de un cuestionario de preguntas abiertas y de dibujos, se analiza la evolución de las metáforas personales y emocionales de una muestra de 31 profesores en formación de las especialidades de Física y Química, de Biología y Geología, y de Matemáticas del Máster Universitario en Formación del Profesorado en Educación Secundaria, durante el curso 2012/2013. Para el análisis de las metáforas se aplican cuatro categorías: conductistas-transmisivas, cognitivas-constructivistas, situadas y autorreferenciadas. Las emociones se clasifican en primarias o sociales y en positivas, negativas o neutras. Los resultados indican que la mayoría de los participantes fueron capaces de conceptualizar sus roles de profesor o profesora en términos de metáforas, siendo la mayoría conductistas-transmisivas para el rol del profesor y autorreferenciadas para el alumnado. Al comparar las metáforas, antes y después de las prácticas de enseñanza, se observa que la mayoría de los participantes no cambiaron sus metáforas ni sus modelos didácticos asociados, que ya estaban asentados antes del comienzo del Máster, y ni el Máster ni las prácticas de enseñanza han influido en ellos. En las emocionales el mayor porcentaje de las metáforas correspondió a la categoría cognitiva/constructivista para el rol del profesor y a la categoría autorreferenciada para el alumnado. La mayor parte de las emociones asociadas a las metáforas fueron sociales y positivas, tanto para el profesor como para el alumnado., Using drawings that they were asked to make and their responses to open questions, an analysis was made of the evolution before and after their teaching practicum of the personal and emotional metaphors about themselves as teachers and about their pupils' role of a sample of 31 prospective science teachers. The participants were students of a Science and Mathematics Master's degree course in Secondary Teacher Education during the 2012/2013 academic year. The metaphors were classified into four categories – behaviourist-transmissive, cognitivist-constructivist, situative-socio-historical, and self-referential – and the emotions were classified as primary or social, and positive, negative, or neutral. It was found that most of the prospective teachers were able to conceptualize their roles in the form of metaphors, most of which were behaviourist-transmissive for the teacher's role and self-referential for that of the pupils. Comparison of the results before and after the teaching practicum showed no change in most of the participants' the metaphors and associated models. Instead, these were already firmly set at the beginning of the Master's course, and remained uninfluenced by either the course or the practicum. The greatest percentage of the emotional metaphors corresponded to the cognitiveconstructivist category for the teacher's role and the self-referential category for the pupils. Most of the emotions associated with the metaphors were social and positive, both for the teacher and for the pupils.