Bibliographic citations
Peralta, Y., (2024). Modelos que sustentan el desarrollo de competencias o habilidades socioemocionales en la formación inicial docente en Perú, Chile y México [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/27604
Peralta, Y., Modelos que sustentan el desarrollo de competencias o habilidades socioemocionales en la formación inicial docente en Perú, Chile y México []. PE: Pontificia Universidad Católica del Perú; 2024. http://hdl.handle.net/20.500.12404/27604
@misc{renati/1667043,
title = "Modelos que sustentan el desarrollo de competencias o habilidades socioemocionales en la formación inicial docente en Perú, Chile y México",
author = "Peralta Ruiz, Yanet Roxana",
publisher = "Pontificia Universidad Católica del Perú",
year = "2024"
}
The present dissertation, entitled "Models that support the development of socioemotional competencies or skills in initial teacher education in Peru, Chile and Mexico", seeks to answer the following research problem: What models support the development of socioemotional competencies or socioemotional skills in the current Initial Teacher Education (ITE) in Peru, Chile and Mexico? This is a study that uses the documentary research method, for which national and foreign sources from the last ten years were reviewed and selected. In this sense, the general objective guiding the work carried out is to analyse the models that support the development of socioemotional competencies or skills in current initial teacher training in Peru, Chile and Mexico. In order to meet this objective, the first chapter explains the foundations that provide the development of socioemotional competencies or skills in Initial Teacher Education. The second chapter compares, the models that reinforce the development of socioemotional competencies or skills in ITE that are happening now in the selected countries. To conclude, it can be noted that there is no consensus regarding the delimitation of the constructs of socioemotional competencies and the socioemotional skills. However, common aspects (selfregulation, empathy, assertiveness, decision making, etc.) are recognized and they can be used as equivalent terms. Likewise, it is necessary to strengthen initial teacher training in the countries analyzed, regarding the development of socioemotional competencies or skills in future teachers, since this is directly linked to the learning and comprehensive training of students.
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