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Evolución de la competencia socioemocional en la formación inicial de educadores y educadoras sociales de León y Braganza
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Resumo(s)
En el contexto actual, marcado por los retos derivados de las desigualdades y los cambios culturales, los educadores sociales adquieren una relevancia fundamental. Para el desarrollo de su ejercicio profesional, necesitan contar con un amplio repertorio de habilidades, entre las que destaca la competencia socioemocional. Sin embargo, a pesar de su importancia, el desarrollo de esta competencia ha sido relegado en la formación inicial, dando prioridad a los conocimientos técnicos y teóricos. Este estudio analiza la evolución de las competencias socioemocionales en estudiantes de Educación Social a lo largo de su formación en la Universidad de León y en el Instituto Politécnico de Braganza. Mediante un diseño transversal se compara esta competencia en los diferentes cursos del proceso académico. Los resultados indican que el nivel de desarrollo competencial es muy similar en León y en Braganza y que en ambos se produce un pequeño incremento en las dimensiones de la competencia a lo largo del recorrido académico. Las diferencias son tan pequeñas que aconsejan la implantación de sistemas formativos específicos para incrementarlas en mayor medida.
In the current context, characterized by challenges arising from inequalities and cultural changes, social educators play a crucial role. To effectively carry out their professional responsibilities, they must possess a broad repertoire of skills, among which socio-emotional competence stands out. However, despite its importance, the development of this competence has been relegated in initial training, with greater emphasis placed on technical and theoretical knowledge. This study examines the evolution of socio-emotional competencies in Social Education students throughout their academic training at the University of León and the Polytechnic Institute of Bragança. Using a cross-sectional design, socio-emotional competence is compared across different stages of the academic process. The results indicate that the level of competence development is very similar in León and Bragança and that both institutions show a slight increase in the dimensions of emotional competence throughout the academic journey. The differences are so minor that they suggest the need for specific training systems to enhance them more significantly.
In the current context, characterized by challenges arising from inequalities and cultural changes, social educators play a crucial role. To effectively carry out their professional responsibilities, they must possess a broad repertoire of skills, among which socio-emotional competence stands out. However, despite its importance, the development of this competence has been relegated in initial training, with greater emphasis placed on technical and theoretical knowledge. This study examines the evolution of socio-emotional competencies in Social Education students throughout their academic training at the University of León and the Polytechnic Institute of Bragança. Using a cross-sectional design, socio-emotional competence is compared across different stages of the academic process. The results indicate that the level of competence development is very similar in León and Bragança and that both institutions show a slight increase in the dimensions of emotional competence throughout the academic journey. The differences are so minor that they suggest the need for specific training systems to enhance them more significantly.
Descrição
Palavras-chave
Educación social Competencia socioemocional Evolución Comparativa internacional
Contexto Educativo
Citação
López-Aguado, Mercedes; Caso Fuertes, Ana María; Gutiérrez-Provecho, Lourdes; Prada, Ana Raquel Russo; Ribeiro, Maria do Céu; Novo, Rosa (2025). Evolución de la competencia socioemocional en la formación inicial de educadores y educadoras sociales de León y Braganza. In IX Encontro Internacional de Formação na Docência. Bragança: Instituto Politécnico. p. 75-80. ISBN 978-972-745-354-2
Editora
Instituto Politécnico de Bragança