Meu SciELO
Serviços Personalizados
Artigo
Indicadores
- Citado por SciELO
Links relacionados
- Similares em SciELO
Compartilhar
Transformación
versão On-line ISSN 2077-2955
Resumo
NAVARRO NAVARRETE, Jessica Lorena; MUNOZ PIRCE, Patricia e TAPIA GUTIERREZ, Carmen Paz. Socio-emotional education: perceptions of academics from the Catholic University of Temuco, Chile. trf [online]. 2022, vol.18, n.3, pp. 499-514. Epub 01-Set-2022. ISSN 2077-2955.
Objective:
Teacher education has been characterized by its focus on conceptual knowledge, however, current guidelines reveal the need to incorporate socio-emotional education in initial teacher training curricula. The objective of the study is to know the perceptions of trainers of trainers regarding the socio-emotional dimension in the university context.
Methods:
The authoress rely on a qualitative approach, following a case study design. Ten academics from various majors from the Faculty of Education of the Catholic University of Temuco in Chile participated. Semi-structured interviews were applied.
Results: The findings show there are two categories. The first, the need to modify training programs to incorporate a socio-emotional approach. The second includes the tensions to consider when implementing a socio-emotional approach.
Conclusions:
The authoress arrived at the conclusions that incorporating a socio-emotional approach in an explicit and transversal way would strengthen preservice teacher education. The lack of socio-emotional strategies makes the training of academics necessary. The incorporation of the approach will allow academics and future teachers to experience, value and strengthen socio-emotional education from their own educational practices. Resulting in a comprehensive training, as well as personal well-being and professional development.
Palavras-chave : teacher education, basic skills; emotional development, university curriculum.