Bibliographic citations
Vega, J., (2022). El rol docente en el desarrollo de la autonomía emocional de los estudiantes del nivel primario de EBR en una institución educativa pública en el marco de la educación a distancia [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/22484
Vega, J., El rol docente en el desarrollo de la autonomía emocional de los estudiantes del nivel primario de EBR en una institución educativa pública en el marco de la educación a distancia []. PE: Pontificia Universidad Católica del Perú; 2022. http://hdl.handle.net/20.500.12404/22484
@misc{renati/528726,
title = "El rol docente en el desarrollo de la autonomía emocional de los estudiantes del nivel primario de EBR en una institución educativa pública en el marco de la educación a distancia",
author = "Vega Mamani, Jose Antonio",
publisher = "Pontificia Universidad Católica del Perú",
year = "2022"
}
The teaching role during a pandemic situation such as the one currently in force does not only focus on developing conventional aspects of learning but requires the teacher to develop skills in their students so that they can cope with increasingly changing situations. Based on this, this study analyzes the teaching role as a mediator of learning in the development of emotional autonomy of EBR primary-level students in the framework of distance education. The methodology of this study is qualitative in nature, it is located at the descriptive level and the method applied is the case study with the purpose of delving into the situation that develops in the selected educational institution, within which it was considered to seven key informants for the present. The foundation has been established based on categories related to the teaching role in the framework of distance education and the dimensions and factors that allow the development of emotional autonomy. The proposal of two instruments for the collection of data and information that the informant teachers can facilitate, as well as the analysis of the observations of their classes. The results obtained allow us to denote that there are notions of teachers to develop emotional aspects and that there is a predisposition to want to address these topics; However, this does not imply that the pedagogical activities or actions are aimed at developing the students' emotional autonomy competence. It is concluded that teachers can continue exploring the branch of emotional competences, sharing the actions they carry out specifically around the emotional development of their students, since their role is fundamental to ensure that emotional competencies can be evidenced in students.
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