The following research focuses on the mind maps learning strategy used by future education professionals as a resource that encourages planning, reflection, self‐control, and meta‐cognition in the development of knowledge, and that improves creativity, practicality, and systematicity when organizing the information. The aim of this work is to analyze the difficulties and troubles found by future education professionals during their learning of mind maps and their repercussion regarding their expectations of use in their future work as teachers. For this purpose, a quantitative methodology was adopted through the use of a questionnaire created ad hoc. This instrument was utilized to collect the students' assessment of the feelings experienced at the beginning of the mind maps learning process, the difficulties throughout this process and the expectations regarding the use of this technique. The main results of the study show that the difficulties for learning mind maps are a predicting factor of the feelings experienced during the beginning of the learning process. However, these feelings do not condition the expectations of use of the students in any shape or form.

中文翻译：

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思维导图学习中未来教育专业人士的困难与期望

以下研究侧重于思维图学习策略，该策略被未来的教育专业人员用作鼓励知识发展中的计划，反思，自我控制和元认知的资源，并在组织学习过程中提高创造力，实用性和系统性。信息。这项工作的目的是分析未来的教育专业人士在学习思维导图期间遇到的困难和麻烦，以及他们对他们未来在教师中的使用期望方面的反感。为此，通过使用临时创建的调查表采用了定量方法。该工具用于收集学生对心智图学习过程开始时所经历的感觉的评估，整个过程中的困难以及对使用此技术的期望。研究的主要结果表明，学习思维导图的困难是学习过程开始时所经历的感觉的预测因素。但是，这些感觉并不能限制以任何形式或形式使用学生的期望。