URBINA CARDENAS, Jesús Ernesto. Masters of passion for learning "rough but nice people". []. , 68, pp.91-111. ISSN 0120-3916.

This paper presents the development of the category "The others and their influence on the passion to learn: 'the role of teachers'" as part of the findings of the doctoral dissertation The Passion to Learn. College Students and their Point of View (2012). Findings account for the meaning given by a group of students to teachers when it comes to induce their passion to learn. This is a qualitative study, in the perspective of a meta-epistemology by Irene Vasilachis (2009), in which the meanings that students express about their passion to learn are recognized. Three data collection techniques are used: the study process questionnaire (Biggs, 1982), which is applied to 307 youngsters from four universities, the development of six focus groups with 60 participants, and 25 in-depth interviews. Data are analyzed using the Grounded Theory: open, axial and selective coding (Strauss & Corbin, 2002). According to the results, teachers who inspire passion for learning exhibit special personal values, create motivating learning environments, show an explicit vocation for what they do, maintain great interpersonal relationships with students, and generate high learning expectations in their classes.

: Learning; passion; learning approach; motivation.

        · | |     · |     · ( pdf )