Doctorado en Educación
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Browsing Doctorado en Educación by Subject "Competencias Socioemocionales"
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Item Competencias socioemocionales del docente en la formación integral de los estudiantes de básica secundaria.(2022) Ordoñez Rodríguez, Viviana Yamileth; Castillo Vallejo, Sandra LilianaEducation in basic secondary, provides elements that aim to develop and strengthen people in different areas of life. To achieve the stated purpose, the teacher has a fundamental role, because he is in constant interaction with the students and his work is not limited to academic guidance only. In this sense, it is pertinent to recognize that different factors intervene in the learning process of students. In response to the above, this research was raised as a general objective, to analyze how the socio-emotional competences of the teacher intervene in the integral formation of the student. It was theoretically based on the postulates of socio-emotional competencies. Likewise, what is established by the pillars of education and educational regulations was taken into account. The research was qualitative, of an interpretative-comprehensive type, the method used was the hermeneutic-dialectical one. The results showed that the implicit or explicit actions or orientations that students receive from educators allow them to take guidelines for their training, recognizing them as referents in socio-emotional aspects. It was found as a finding, the lack of effective listening spaces, in which the situations of each educational institution are dealt with internally, both of the pedagogical work of the teacher and of the students. In response to this, the initiative entitled ICEVAER was derived from this research, which consists of leading, from the educational authorities, Contextualized Investigations Listening to the Voices of Real Educational Actors; in such a way that actions that contribute to transformations are determined and executed, starting from reality and not from impositions that ignore the particular school context. In the same way, the need to promote spaces for socio-emotional dialogue was evidenced, in an effective way in the group directions.