Resumen de Filling the Gap: improving the social and emotional competencies of pre-service teachersFilling the gap

Raquel Palomera Martín, Elena Briones Pérez, Alicia Gómez Linares, Jesús Vera Giménez

• español

  Aunque la investigación realizada sobre el Aprendizaje Socio Emocional (ASE), ha demostrado beneficios para el bienestar personal y el éxito, poco se ha investigado al respecto en la formación del profesorado. Es objeto de este artículo presentar el impacto de un programa de entrenamiento en ASE, implementado en el currículo de Magisterio. Con una metodología experiencial y colaborativa, se pretende desarrollar las competencias emocionales (autoestima, empatía, afectividad), así como las competencias sociales (asertividad, competencias comunicativas). Se ha utilizado una investigación de diseño cuasi-experimentalcon una muestra de 250 estudiantes, grupo control,y medidas pre y post-test mediante diversos instrumentos validados. Tras controlar los rasgos de personalidad, los resultados en el grupo experimental informan de un aumento significativo en las variables de autoestima, empatía y confianza para hablar en público, así como de una disminución significativa del miedo a hablar en público y de las emociones negativas experimentadas.

• English

  Although research carried out over the last few decades into Social and Emotional Learning (SEL) has shown the benefits this can have for the well-being and success of both children and teachers, alike, little work has been done with regard to teacher training. The present study explores the impact of a pioneer training program focusing on SEL, implemented in a pre-service teacher curriculum. Through an experiential and collaborative methodology, this compulsory subject aims to develop students’ emotional competencies (self-esteem, empathy, affect), as well as their social competencies (assertiveness, communicative competencies). It was conducted a quasi-experimental study with 250 students who completed several well-known scales in pre-test, post-test assessment and control groups. After controlling for personality traits, findings point to significant effects in favor of the experimental group, who increased self-esteem, empathy and confidence when speaking in public, while fear of public speaking, and negative affect was seen to decrease significantly.