Sologuren, EnriqueEchard, BárbaraLuna, DangeloGrez, FrancescaBeltrán, María PazValenzuela, Marcia2022-06-062022-06-062022Sologuren, 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.http://hdl.handle.net/11447/6188Socio-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.esSocio-emotional competenciesProfessional identitiesTeacher educationTeacher training programArticle