Emotional Response in the Interaction of Instructional Video as Teaching Support for Teachers in Initial Training

Students of initial training develop in an atmosphere full of emotions that go unnoticed by university teachers, coupled with the little expertise to face preprofessional pedagogical practice especially in this distance learning modality due to COVID-19, using various technological resources. This article aims to analyze the associations between the perception of the instructional videos and the positive and negative emotions experienced by students in the subject Mathematical Thinking II. The study is descriptive correlational, carried out on 42 students of the Primary Education career. Applying two instruments to measure the quality of the instructional video and the emotions generated after viewing it and the teacher's participation. A significant relationship has been found between instructional video and positive emotions. The result allows establishing greater preferences for emotion, enthusiasm, happiness, and enjoyment that allows students through teaching practice to face personal and professional emotions in their learning experiences by evaluating the instructional video. The main finding shows moments of intensity towards positive rather than negative emotions promoting healthy pedagogical activities in the classroom strengthened by non-face-to-face teaching.