Publication: Desarrollo de la competencia social y emocional del profesorado: una
aproximación desde la psicología humanista
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Date
2009
Authors
Palomero Fernández, Pablo
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Publisher
Servicio de Publicaciones. Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Las competencias sociales y emocionales del profesorado
tienen una notable influencia sobre el modo en que se
ejerce la docencia y las relaciones que se establecen en el
aula. Formar docentes en cuestiones de tipo personal es una
necesidad urgente hoy en día. Desde finales del siglo pasado
se viene produciendo una enriquecedora eclosión de
investigaciones, cursos y publicaciones relacionadas con la
inteligencia social y emocional de los docentes. Desde el
punto de vista de la formación, el presente artículo revisa
algunas limitaciones de determinadas propuestas emergentes.
Seguidamente se propone una alternativa inspirada en los
principios de la psicología humanista que favorece el
desarrollo de cinco actitudes directamente relacionadas con
la competencia social y emocional del docente: disposición
fenomenológica, autonomía, responsabilidad, independencia
de criterio y disposición cooperadora. Finalmente se revisan
algunos de los límites y sombras del modelo propuesto,
señalando la importancia de investigar la eficacia y
relevancia de propuestas formativas como ésta con el fin de
aumentar su impacto social.
The social and emotional competences of teachers have a notable influence on the type of teaching that is carried out and on the type of relationships that are built in the classroom. Training teachers in personal aspects is a current urging need. Since the end of the last century there have a great deal of enriching research, courses and publications on teachers' emotional and social intelligence. From the point of view of training, this article presents some limitations of certain emerging proposals. Next, an alternative is proposed, based on the principles of humanistic psychology and promoting the development of five attitudes directly related to the teacher's emotional and social competence: phenomenological disposition, autonomy, responsibility, criteria independence and cooperative disposition. Finally, some the possible shortcomings and negative aspects of the proposed model are discussed, highlighting the need to further investigate the efficiency and relevance of training proposals such as the one presented here in order to increase their social impact.
The social and emotional competences of teachers have a notable influence on the type of teaching that is carried out and on the type of relationships that are built in the classroom. Training teachers in personal aspects is a current urging need. Since the end of the last century there have a great deal of enriching research, courses and publications on teachers' emotional and social intelligence. From the point of view of training, this article presents some limitations of certain emerging proposals. Next, an alternative is proposed, based on the principles of humanistic psychology and promoting the development of five attitudes directly related to the teacher's emotional and social competence: phenomenological disposition, autonomy, responsibility, criteria independence and cooperative disposition. Finally, some the possible shortcomings and negative aspects of the proposed model are discussed, highlighting the need to further investigate the efficiency and relevance of training proposals such as the one presented here in order to increase their social impact.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP, V. 12, N. 2, 2009
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