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.

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