Bibliographic citations
Ballesty, M., Garcia, A. (2023). Percepciones de docentes de formación primaria respecto al significado de las competencias emocionales y su aplicación en el aula [Tesis, Universidad Peruana de Ciencias Aplicadas (UPC)]. http://hdl.handle.net/10757/668946
Ballesty, M., Garcia, A. Percepciones de docentes de formación primaria respecto al significado de las competencias emocionales y su aplicación en el aula [Tesis]. PE: Universidad Peruana de Ciencias Aplicadas (UPC); 2023. http://hdl.handle.net/10757/668946
@misc{renati/407339,
title = "Percepciones de docentes de formación primaria respecto al significado de las competencias emocionales y su aplicación en el aula",
author = "Garcia Montufar Miro Quesada, Alicia",
publisher = "Universidad Peruana de Ciencias Aplicadas (UPC)",
year = "2023"
}
In the 21st century, we find ourselves in a process of constant and rapid change, which has altered the vision of educators. Teachers are no longer considered only as masters of knowledge, but they also play the role of guides, motivators and companions on the path of education. Consequently, within the daily planning of each teacher, not only is the imparting of knowledge sought, but it is also essential to promote the development of autonomy, self-regulation and teamwork among students, in other words, the development of emotional competencies. Consequently, various studies have been found where the influence of teachers in the development of emotional competencies is found. The objective of this research is to analyze the perceptions of a group of Peruvian Primary teachers from the department of Lima about the meaning of emotional competencies and their application in the classroom. Through the methodological design of grounded theory, various findings were obtained as results on how emotional competencies should be developed in the classroom, like the need for more time, transversally in the development of skills and creating a formative assessment and implementation framework. In addition, the need for teacher training, the development of action tools and strategies, the use of analysis activities and the promotion of the verbalization of emotions was found.
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