Publication: Docentes emocionalmente inteligentes
Authors
Cabello, Rosario ; Ruiz-Aranda, Desireé ; Fernández Berrocal, Pablo
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
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info:eu-repo/semantics/article
Description
Abstract
En este artículo describimos la importancia de completar la formación del profesorado con el aprendizaje y desarrollo de aspectos sociales y emocionales. Así, la inteligencia emocional (IE), entendida como complemento del desarrollo cognitivo de profesorado y alumnado, entra en el contexto educativo. Revisamos el modelo de habilidad de Mayer & Salovey (1997), algunos de los programas de mejora socio– emocional diseñados para el profesorado, y algunas actividades para el desarrollo de la IE en el docente. Además, repasamos las implicaciones que tiene el desarrollo de su IE o capacidad para percibir, comprender y manejar adecuadamente las emociones propias y las ajenas.
In this article, we describe the importance of complementing teachers’ training with the learning and development of social and emotional aspects. It is in this way that Emotional Intelligence (EI) – understood as a complement of the cognitive development of teachers and students– is to play a role in the educational context. We review Mayer & Salovey’s ability model (1997), some of the programmes of socio‐emotional improvement that are also designed for teachers and several activities for the development of teachers’ EI. In addition, we examine the implications for teachers derived from the development of their EI to enhance their capacity to appropriately perceive, understand and manage one’s own emotions and those of others.
In this article, we describe the importance of complementing teachers’ training with the learning and development of social and emotional aspects. It is in this way that Emotional Intelligence (EI) – understood as a complement of the cognitive development of teachers and students– is to play a role in the educational context. We review Mayer & Salovey’s ability model (1997), some of the programmes of socio‐emotional improvement that are also designed for teachers and several activities for the development of teachers’ EI. In addition, we examine the implications for teachers derived from the development of their EI to enhance their capacity to appropriately perceive, understand and manage one’s own emotions and those of others.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP, V. 13, N. 1, 2010, pp. 41-49
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