Self-perception of pre-service teachers on the relevance and needs of emotional training
DOI:
https://doi.org/10.12795/revistafuentes.2024.23833Keywords:
Initial training, Emotional Intelligence, Preschool Education, Elementary Education, Psychosocial well-being, Health, University Education, Educational qualityAbstract
Different current studies show the significance of initial emotional training as part of the pedagogical background of future teachers. The aims of the present study are: on the one hand, to know the perception of pre-service teachers on the relevance and training needs subscales in emotional education, and, on the other hand, to analyze whether there are significant differences in these subscales depending on the university degree. Methodologically, it is a descriptive and inferential design. There was a sample of 162 university students from the Preschool, Elementary and Double Degree Education of the Region of Murcia. The instrument used was the scale of importance and training needs in emotional education (EINFEM) from Cejudo et al. (2015). The results show, in general, there is initial training in intrapersonal, interpersonal and complement emotional competences in university degrees. In addition, students believe that the most relevant emotional competencies are interpersonal, and the most necessary are intrapersonal emotional competences. In the same way, the students of the Double Degree who mainly value the emotional formative importance. In sum, it seems necessary to continue betting on investigating the type of initial and continuous emotional training of teachers, in order to improve their welfare status and educational quality.
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