Publication: Evaluación de la Competencia Emocional docente del alumnado de magisterio en prácticas: aprender a regular emociones a partir de la escritura de un “emociodiario”
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Date
2022
Authors
Benito Ambrona, Tamara ; Messina Albarenque, Claudia ; Andrés Viloria, Carmen ; Fernandes Procópio, Leandra
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.509581
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info:eu-repo/semantics/article
Description
Abstract
Las investigaciones señalan que es imprescindible formar al profesorado novel en
competencia emocional (CE) para dar respuesta a las exigencias y retos que plantea la
escuela. Las prácticas curriculares del programa de formación inicial de magisterio
demuestran ser un contexto idóneo para el desarrollo de esta competencia. Estas prácticas
constituyen un momento de aprendizaje e ilusión para el alumnado, pero también supone
enfrentar situaciones de mucho estrés y, por tanto, suele ser fuente de emociones negativas.
En este artículo se presentan los resultados del análisis del cuestionario de CE pre y post test
administrado a 46 estudiantes de magisterio que realizaron las prácticas curriculares del
último curso de la carrera. El alumnado recibió información específica sobre CE, presentación
de material interactivo para la reflexión sobre sus emociones y realizó la escritura de los
diarios de prácticas, llamados “emociodiarios”, con un acompañamiento especializado por
parte de sus tutores.
Los resultados muestran que el periodo de prácticas constituye un momento idóneo para el
desarrollo de la CE. Asimismo, el alumnado participante aumenta el uso de estrategias
adaptativas de regulación emocional y reduce el de las menos adaptativas. Por último, el
acompañamiento del profesorado tutor resulta fundamental durante todo el proceso.
Research indicates that it is essential to train new teachers in emotional competence (EC) to respond to the demands and challenges posed by the school. The curricular practices of the initial teacher training program prove to be an ideal context for the development of this competence. These practices constitute a moment of learning and illusion for the students, but they also mean facing situations of great stress and, therefore, it is usually a source of negative emotions. This article presents the results of the analysis of the pre- and post-test EC questionnaire administered to 46 student teachers who completed the curricular internships in the last year of their career. The students received specific information about EC, presentation of interactive material for reflection on their emotions and wrote practice diaries, called "emotional diaries", with specialized support from their tutors. The results show that the internship period constitutes an ideal moment for the development of EC. Likewise, the participating students increased the use of adaptive emotional regulation strategies and reduced that of the less adaptive ones. Finally, the accompaniment of the tutor teacher is essential throughout the process.
Research indicates that it is essential to train new teachers in emotional competence (EC) to respond to the demands and challenges posed by the school. The curricular practices of the initial teacher training program prove to be an ideal context for the development of this competence. These practices constitute a moment of learning and illusion for the students, but they also mean facing situations of great stress and, therefore, it is usually a source of negative emotions. This article presents the results of the analysis of the pre- and post-test EC questionnaire administered to 46 student teachers who completed the curricular internships in the last year of their career. The students received specific information about EC, presentation of interactive material for reflection on their emotions and wrote practice diaries, called "emotional diaries", with specialized support from their tutors. The results show that the internship period constitutes an ideal moment for the development of EC. Likewise, the participating students increased the use of adaptive emotional regulation strategies and reduced that of the less adaptive ones. Finally, the accompaniment of the tutor teacher is essential throughout the process.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, 25(2), 2022
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