Integration of socio-emotional skills in the training and professional practice of pedagogy students.

Abstract

This article analyzes the importance of socio-emotional skills during the formation of the teaching vocation. This implies knowing what qualities initial teacher training has, emphasizing its role in the construction of professional identity and the strengthening of performance in educational contexts. Thus, through the review of some recent studies, skills that are important for teaching work are identified, such as emotional self-regulation and empathy in conflict resolution. This analysis aims to find out what type of skills have been identified with a certain level of compatibility for the activities that a teacher performs, such as planning and monitoring the learning of each student. Among the findings, it was found that certain skills need to be integrated into teacher training programs, simply creating an education that responds to current educational challenges.