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The personal and emotional metaphors help teachers to reflect on their conceptions and their roles, give us an overview of classroom life and build bridges between the cognitive and affective. In this study a pretest personal and emotional metaphors for teacher and student learning from a sample of students in the Master of Secondary teacher training at the University of Extremadura (Spain) are analyzed. The method of data collection was an open questionnaire where they had to describe their metaphors and make a drawing of them. In research conducted adapt the four categories of Leavy et al. (2007): Behavioral-transmissive, cognitive-constructivist, situated and selfreferential. The results indicate that in the general metaphors regarding student learning, the highest number correspond to self-referenced ones (44.9%), followed by transmissive-behaviorists (32.0%), cognitive-constructivists (14.1% ) And those located. In the general metaphors of the post-test, the participants have expressed a total of 46 metaphors, and the highest number correspond to self-referenced ones (35.0%), followed by behavioral-transmissive ones (30.0%), cognitive-constructivists And those located (7.5%). When comparing the percentage of emotional metaphors with the totals obtained in the pretest and posttest, they fall in the behaviorist-transmissive category and increase in the other three categories, in relation to total metaphors. Basic and social emotions, positive, negative and neutral in the students’ learning have been expressed and there are more negative emotions.

LAS METÁFORAS EMOCIONALES DEL APRENDIZAJE DE LOS ALUMNOS VISTO POR EL FUTURO PROFESORADO DEL MÁSTER DE EDUCACIÓN SECUNDARIA