Bibliographic citations
Chávez, C., Delgado, H. (2021). Las competencias emocionales de dos docentes de primaria de una I.E. para el acompañamiento tutorial de estudiantes en la modalidad remota [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/18771
Chávez, C., Delgado, H. Las competencias emocionales de dos docentes de primaria de una I.E. para el acompañamiento tutorial de estudiantes en la modalidad remota []. PE: Pontificia Universidad Católica del Perú; 2021. http://hdl.handle.net/20.500.12404/18771
@misc{renati/25527,
title = "Las competencias emocionales de dos docentes de primaria de una I.E. para el acompañamiento tutorial de estudiantes en la modalidad remota",
author = "Delgado Rojas, Helen Estrella",
publisher = "Pontificia Universidad Católica del Perú",
year = "2021"
}
Having seen the changes in the education field due to the Covid-19 pandemic, it has been decided to develop and provide greater awareness about teacher’s emotional competencies, in order to continue the guidance of each student during remote teaching. For this reason, this research, which is qualitative, aims to analyze the emotional competencies of two teachers from fourth and fifth grade of primary for the tutoring guidance of students during virtual classes in a public school. It has two specific objectives, such as identifying emotional competencies and describing these competencies applied by two fourth and fifth grade teachers in tutoring students during remote teaching. In addition, for this investigation, instruments to collect information that are used, made according to the objectives, are the observation guide and the semi-structured interview guide. At the end of the analysis, it is observed that the participants demonstrate the development of emotional competencies such as emotional awareness, emotional regulation, emotional autonomy, social competence and competency for life and well-being. However, it seems that there is a lack of knowledge about strategies to generate positive emotions and adapt to this new teaching context. Therefore, a better orientation and training towards teachers is suggested, in order to avoid negative reactions and provide adequate guidance to students during remote teaching.
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