Emotional intelligence programs for in-service and pre-service teachers of Preschool and Elementary Education: a systematic review

DOI: https://doi.org/10.5209/rced.82389
Keywords: Program, emotional competence, preschool education, elementary education, initial and permanent training

Abstract

Times Currently, there is an increase in publications on socio-emotional training programs, justified in that they imply an improvement in teacher well-being and the creation of higher quality learning environments. The objectives of this study were, on the one hand, to study the characteristics and effectiveness of the socio-emotional training programs implemented for the initial and permanent training of preschool and elementary teachers; and on the other hand, to evaluate the methodological quality of the studies included in the review. The systematic review reported on 20 studies published between 2010 and 2021, based on an initial search of 721 records in Scopus and Web of Science. Consequently, the representation in the scientific literature of emotional training programs in the teaching field is still limited. In addition, there is a great variety of terminology in the variables of the programs and gaps in methodological quality that make it difficult to disseminate and generalize the results. It highlights the need to implement a socio-emotional training program model for practicing and training teachers that includes stress management, work well-being and emotional regulation as necessary variables, as well as the evaluation of programs with a variety of instruments.

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Author Biographies

Helena Fuensanta Martínez-Saura, Universidad de Murcia. Facultad de Educación. Departamento de Métodos de Investigación y Diagnóstico en Educación

Contratada predoctoral del Ministerio de Ciencia, Innovación y Universidades. Pertenece al departamento de Métodos de Investigación y Diagnóstico en Educación (MIDE) de la Facultad de Educación y al grupo de investigación E074-08 Educación, Diversidad y Calidad. En este realiza tareas de práctica de docencia en titulaciones de grado (infantil, primaria y pedagogía).
En el transcurso de estos años ha realizado artículos científicos y participado en congresos y jornadas nacionales e internacionales, realizando comunicaciones orales en las mismas especialmente vinculadas a la formación en competencias docentes sobre Inteligencia Emocional, Empatía y competencias emocionales.

Antonio Calderón, Universidad de Limerick (Irlanda)

Dr Antonio Calderón is a Senior Lecturer in the Department of Physical Education and Sport Sciences, University of Limerick. He is the Course Director of the Professional Master of Education (Physical Education). He is also a member of the editorial board of the Curriculum Studies in Health and Physical Education and Journal of Teaching in Physical Education. Antonio has been a visiting scholar at the University of Porto (Portugal), The University of Auckland (New Zealand), Auburn University (USA) and University of Rome, Foro Itálico (Italy) to teach and research on curriculum models for teaching and learning and has published over 50 articles indexed in the Journal of Citation Reports.

María Cristina Sánchez López, Universidad de Murcia. Facultad de Educación. Departamento de Métodos de Investigación y Diagnóstico en Educación

Profesora Titular de Universidad en el Departamento de Métodos de Investigación y Diagnóstico en Educación (MIDE) de la Facultad de Educación. Investigadora principal del grupo E074-08 Educación, Diversidad y Calidad de la Universidad de Murcia.
He conseguido una producción de alta calidad como avalan los artículos publicados. He participado en 14 proyectos de investigación financiados por diferentes instituciones. He impartido 201 horas para la formación de personal cualificado y transferencia del conocimiento en organismos públicos. En 2013 conseguí mi primer sexenio de investigación (2003-2008) y en diciembre de 2017 el segundo (2011-2016). Cuento con 3 Quinquenios docentes y he desempeñado diferentes cargos de gestión universitaria y he formado parte del Equipo de Gobierno como Vicerrectora de estudiantes.

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Published
2024-01-29
How to Cite
Martínez-Saura H. F. ., Calderón A. . y Sánchez López M. C. (2024). Emotional intelligence programs for in-service and pre-service teachers of Preschool and Elementary Education: a systematic review. Revista Complutense de Educación, 35(1), 21-32. https://doi.org/10.5209/rced.82389
Issue
Vol. 35 No. 1 (2024)
Section
Articles

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