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Advisor(s)
Abstract(s)
Resumen. Se parte de la problemática del sentimiento generalizado de mal-estar de los profesores
y se asume como propósito del estudio reconocer que la formación en educación emocional
potencia las competencias emocionales de los educadores y profesores de la enseñanza
básica y secundaria, en el sentido de capacitarlos con más estrategias para enfrentar el malestar
y potenciar el bienestar. Fue creada e implantada una formación en educación emocional
y mostrada a 75 profesores, entre educadores de infancia y profesores de enseñanza básica y
secundaria durante los meses de enero, febrero, marzo y julio de 2001. Fue construido para
tales efectos un estudio que pretendía conocer la percepción de los profesores en relación a
los efectos de la formación a nivel de las competencias emocionales (Bisquerra & Pérez, 2007)
en las vertientes intrapersonales, interpersonales y profesionales. La formación en educación
emocional fue considerada una plusvalía a nivel de competencias emocionales en las vertientes
intrapersonal, interpersonal y profesional, siendo destacada la vertiente intrapersonal. La
competencia emocional de la cual emergieron más unidades discursivas fue la consciencia
emocional. La muestra del estudio refirió como contenidos prioritarios a desenvolver en el futuro
contenidos relacionados con la competencia social del modelo de competencias emocionales
de Bisquerra & Pérez (2007).
Abstract. Starting from the problematic in study, the generalized teachers’ unease, it is assumed as a purpose of the study to recognize that the training in emotional education potentiates the emotional competencies of the educators and teachers of the basic and secondary teaching grades, with the objective of having more knowledge and strategies to deal with the unease and potentiate the well-being. It was created and implemented training in emotional education to preschool grade teachers, as well as basic and secondary grade teachers, to a total number of 75 teachers. The training was implemented in the months of January, February, March and July of 2011. It was built a questionnaire that intended to know the perception of teachers in relation to effects of training level in terms emotional competencies (Bisquerra & Pérez, 2007) in the intrapersonal, interpersonal and professional levels. The emotional education training was considered an asset in terms emotional competencies, in the intrapersonal, interpersonal and professional levels, highlighting the intrapersonal level. Emotional competence which emerged was more discursive units emotional awareness. The Emotional Competence mentioned by the sample as priority to be developed in future trainings was the social competence (Bisquerra & Pérez, 2007).
Abstract. Starting from the problematic in study, the generalized teachers’ unease, it is assumed as a purpose of the study to recognize that the training in emotional education potentiates the emotional competencies of the educators and teachers of the basic and secondary teaching grades, with the objective of having more knowledge and strategies to deal with the unease and potentiate the well-being. It was created and implemented training in emotional education to preschool grade teachers, as well as basic and secondary grade teachers, to a total number of 75 teachers. The training was implemented in the months of January, February, March and July of 2011. It was built a questionnaire that intended to know the perception of teachers in relation to effects of training level in terms emotional competencies (Bisquerra & Pérez, 2007) in the intrapersonal, interpersonal and professional levels. The emotional education training was considered an asset in terms emotional competencies, in the intrapersonal, interpersonal and professional levels, highlighting the intrapersonal level. Emotional competence which emerged was more discursive units emotional awareness. The Emotional Competence mentioned by the sample as priority to be developed in future trainings was the social competence (Bisquerra & Pérez, 2007).
Description
Keywords
Formación de los profesores, Bienestar Educación emocional, Teachers training Emotional education Well-being
Citation
Correia, Ana; Veiga-Branco, Augusta. (2014) – Contribución de la formación en educación emocional para el bienestar de los professores. In I Congrés Internacional d’Educació Emocional X Jornades d’Educació Emocional. Barcelona: Universidade de Barcelona. p. 328-342. ISBN 978-84-697-1225-2
Publisher
Institut de Ciències de l’Educació. Universitat de Barcelona