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Vol. 22. Issue 2.
Pages 142-149 (June - December 2017)
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Vol. 22. Issue 2.
Pages 142-149 (June - December 2017)
Original
Filling the Gap: Improving the Social and Emotional Skills of Pre-Service Teachers
Cubriendo el vacío: Mejorando las competencias sociales y emocionales del profesorado en formación
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Raquel Palomeraa, Elena Brionesa,
Corresponding author
brionese@unican.es

Corresponding author.
, Alicia Gómez-Linaresa, Jesús Verab
a Department of Education, University of Cantabria, Santander, Spain
b Department of Psychology, University of Valladolid, Valladolid, Spain
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Table 1. Pre and post-test statistics and reliability of all variables
Table 2. General linear models of repeated measures with personality traits as covariates
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Abstract

Although research carried out over the last few decades into social and emotional learning 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 training program focusing on social and emotional learning, implemented in a pre-service teacher curriculum. Using an experiential and collaborative methodology, an attempt is made to develop emotional skills (self-esteem, empathy, affect), as well as their social skills (assertiveness, communication skills). A quasi-experimental study was conducted with 250 students who completed several well-known scales in pre-test, post-test assessment, and control groups. After controlling for personality traits, the 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.

Keywords:
Higher education
Pre-service teachers
Quasi-experimental
Social and emotional learning
Resumen

Aunque la investigación realizada sobre el aprendizaje socio emocional 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 aprendizaje socio emocional 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 cuasiexperimental con una muestra de 250 estudiantes, grupo control, y medidas pre- y postest 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.

Palabras clave:
Educación superior
Profesorado en formación
Cuasi-experimental
Aprendizaje social y emocional

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