Development of Socio-Emotional Competencies in the Educational Context: Strategies for Integral Well-Being
DOI:
https://doi.org/10.56200/mried.v3i9.8733Keywords:
socio-emotional competencies, teaching strategies, student well-being, educational training, inclusive educationAbstract
The limited specialized training in socio-emotional competencies among teachers leads to challenges in their classroom implementation, negatively impacting students' emotional development and overall well-being. The objective was to identify the strategies implemented by teachers to promote socio-emotional competencies in the classroom and enhance student well-being. A qualitative approach based on semi-structured interviews with 14 teachers from Quito was used to explore their pedagogical strategies in the development of socio-emotional competencies. The results indicated that teachers apply group activities, debates, and conflict mediation, but are constrained by a lack of resources and specialized training, which limits the effectiveness of socio-emotional development. It is concluded that innovative pedagogical strategies, such as group dynamics and role-playing, are being used to promote the development of socio-emotional competencies, representing a significant advancement in understanding how teachers can create an inclusive and emotionally safe classroom environment.
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Copyright (c) 2024 Carlos César Barragán Melendres, María Elizabeth Ponce Costales, Amílcar Vinicio Cardona Salazar, Monica Cecilia García Sánchez, Erika Elvia Posso Pacheco
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