Las competencias emocionales de los futuros profesores/as

Revista electrónica interuniversitaria de formación del profesorado, ISSN 1575-0965, Vol. 5, Nº. 3, 2002 (Ejemplar dedicado a: Aprendizaje socioafectivo en el aula) 01/2002; 5(3).


La función del educador se realiza en contextos sociales interactivos, en los que la dimensión emocional constituye un eje central. Es por ello que el profesado requiere de unas buenas competencias emocionales. En este trabajo se analizan algunos de los resultados de un estudio sobre las competencias emocionales de los estudiantes de las diferentes titulaciones de Magisterio y del Curso de Aptitud Pedagógica (CAP). Los resultados indicaron que los estudiantes de Magisterio tenían mejores competencias en las relaciones interpersonales que los estudiantes del CAP, y específicamente en empatía y responsabilidad social. Así mismo, se observó una tendencia a una mejor flexibilidad en los estudiantes de Magisterio. Se discute estos resultados con relación a su formación y las características personales de los estudiantes .

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    • "Despite the importance that is given to emotional intelligence for the development of the professional activity of teaching there are few programmes aimed at training teachers. In our sphere there are several researchers who have noted the need to develop the emotional intelligence of teachers starting from initial training, as part of the general competences set by the EHEA (Bisquerra, 2005; Bueno, Teruel and Valero, 2005; Extremera and Fernández-Berrocal, 2004; Pesquero, Sánchez, González and Martín, 2008; Sala and Abarca, 2002; Teruel, 2000; Vivas, 2004). However, concrete proposals on how to include these competences in the curriculum for teachers still need to be established, despite the fact that in some cases it has been clearly demonstrated that training novice teachers in emotional competences has shown its effectiveness not only in increasing their own emotional competence, but also in predicting a smooth transition from the student role to professional life (Byron, 2001). "

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    ABSTRACT: This article provides a proposal for curriculum development about emotional competence in the Early Childhood Education and Primary Education within the educational system of Castilla‐La Mancha. Firstly, a conceptual and normative analysis on the emotional competence is showed and, secondly, a proposal of dimensional and criterial by levels of difficulty in its acquisition is developed. This is justified by the importance of emotional development in education, as well as the prescriptive nature of this competence, because in the Decrees of Curriculum in Castilla‐La Mancha, the eight competences proposed by the European Union and endorsed by the LOE, it joins a ninth: the emotional. Its novelty lies in being a body of knowledge that all students must be developed to complete the educational stage.