Competencias socioemocionales en la identidad profesional de los profesores en formación
Date
2022
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Article
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Abstract
Socio-emotional competencies are a crucial element in teaching training. In this context, the aim is to analyze pre-service teachers’ perceptions about these competencies in the process of building their professional identities. A mixed methodology was used with a particular focus on sequential exploratory and descriptive techniques. The qualitative component considers documentary analysis and in-depth interviews to identify and categorize the perceptions about socioemotional skills. The quantitative component was carried out by applying and analyzing the Trait Meta-Mood Scale (TMMS24) test -in its validated version in Spanish- and administered to all pre-service teachers of the 2020 cohort. The results obtained from concurrent data point out that socio-emotional competencies may be linked to diverse experiences and beliefs that could either
foster or hinder professional performance in the classroom. Implications for teacher training are further discussed.
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Citation
Sologuren, E., Echard, B., Luna, D., Grez, F., Beltrán, M. P. y Valenzuela, M. (2022). Competencias socioemocionales en la identidad profesional de los profesores en formación. Cuaderno de Pedagogía Universitaria, 19 (37), 115-132.
Keywords
Socio-emotional competencies, Professional identities, Teacher education, Teacher training program