Socioemotional competences of teachers
Influence
1100
2. The development of socioemotional competencies of your students
1. The teaching style
Participants: students of the Master's Degree in Secondary Teacher Training -UNIR
OBJECTIVE: To analyze the relationship
a) Social-emotional competencies b) Teacher self-efficacy
Women +Socio-emotional competences / +Teaching self-efficacy
Results:
a) Adequate level of socioemotional competences
b) High level of teaching self-efficacy
(positive relationship between a and b)
Years of experience (age) +Teaching self-efficacy (women)
Instruments:
a) Inventory of Socioemotional Competencies b) Teachers Self Efficacy Scale (TSES)
CONCLUSION
Gender and age relationship
To stimulate the development of socioemotional competences of teachers in training to improve their professional practice
Romero, C.,Buzón,O.& Marcano, B. (2022) Socio-Emotional Competence and Self-Efficacy of Future Secondary School Teachers. Education Sciences, 12 (3) 161. https://doi.org/10.3390/educsci12030161 .
Las competencias Socioemocionales docentes
Influyen en
1100
2. El desarrollo de las competencias socioemocionales de su alumnado
1. El estilo de enseñanza
Participantes: estudiantes del Máster de formación de profesorado de secundaria -UNIR
OBJETIVO: Analizar relación
a) Competencias socioemocionales b) Autoeficacia docente
Mujeres +Competencias socioemocionales / +Autoeficacia docente
Resultados:
a) Nivel de Competencias socioemocionales Adecuado b) Nivel de Autoeficacia docente elevado (relación positiva entre a y b)
Años de experiencia (edad) +Autoeficacia docente (mujeres)
Instrumentos:
a) Inventario de Competencias Socioemocionales b) Teachers Self Efficacy Scale (TSES)
CONCLUSIÓN
Relación con género y edad
Estimular el desarrollo de las competencias socioemocionales de docentes en formación para mejorar su práctica profesional
Romero, C.,Buzón,O.& Marcano, B. (2022) Socio-Emotional Competence and Self-Efficacy of Future Secondary School Teachers. Education Sciences, 12 (3) 161. https://doi.org/10.3390/educsci12030161 .
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Transcript
Socioemotional competences of teachers
Influence
1100
2. The development of socioemotional competencies of your students
1. The teaching style
Participants: students of the Master's Degree in Secondary Teacher Training -UNIR
OBJECTIVE: To analyze the relationship
a) Social-emotional competencies b) Teacher self-efficacy
Women +Socio-emotional competences / +Teaching self-efficacy
Results:
a) Adequate level of socioemotional competences b) High level of teaching self-efficacy (positive relationship between a and b)
Years of experience (age) +Teaching self-efficacy (women)
Instruments:
a) Inventory of Socioemotional Competencies b) Teachers Self Efficacy Scale (TSES)
CONCLUSION
Gender and age relationship
To stimulate the development of socioemotional competences of teachers in training to improve their professional practice
Romero, C.,Buzón,O.& Marcano, B. (2022) Socio-Emotional Competence and Self-Efficacy of Future Secondary School Teachers. Education Sciences, 12 (3) 161. https://doi.org/10.3390/educsci12030161 .
Las competencias Socioemocionales docentes
Influyen en
1100
2. El desarrollo de las competencias socioemocionales de su alumnado
1. El estilo de enseñanza
Participantes: estudiantes del Máster de formación de profesorado de secundaria -UNIR
OBJETIVO: Analizar relación
a) Competencias socioemocionales b) Autoeficacia docente
Mujeres +Competencias socioemocionales / +Autoeficacia docente
Resultados:
a) Nivel de Competencias socioemocionales Adecuado b) Nivel de Autoeficacia docente elevado (relación positiva entre a y b)
Años de experiencia (edad) +Autoeficacia docente (mujeres)
Instrumentos:
a) Inventario de Competencias Socioemocionales b) Teachers Self Efficacy Scale (TSES)
CONCLUSIÓN
Relación con género y edad
Estimular el desarrollo de las competencias socioemocionales de docentes en formación para mejorar su práctica profesional
Romero, C.,Buzón,O.& Marcano, B. (2022) Socio-Emotional Competence and Self-Efficacy of Future Secondary School Teachers. Education Sciences, 12 (3) 161. https://doi.org/10.3390/educsci12030161 .