Comprensiones de un grupo de maestros en torno al aprendizaje socioemocional

Esta investigación se centra en indagar sobre el aprendizaje socioemocional, un constructo que es relativamente nuevo y que en las últimas tres décadas ha despertado un auge investigativo, por lo cual el objetivo de la investigación se inscribe en indagar las comprensiones de los maestros en formaci...

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Autores:
Medina Mosquera, Valentina
Tipo de recurso:
Trabajo de grado de pregrado
Fecha de publicación:
2021
Institución:
Universidad de San Buenaventura
Repositorio:
Repositorio USB
Idioma:
spa
OAI Identifier:
oai:bibliotecadigital.usb.edu.co:10819/11743
Acceso en línea:
https://hdl.handle.net/10819/11743
Palabra clave:
150 - Psicología::153 - Procesos mentales conscientes e inteligencia
Procesos cognitivos
Autoestima
Aprendizaje socioemocional
Aplicación
Comprensiones
Maestros en formación
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restrictedAccess
License
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dc.title.spa.fl_str_mv Comprensiones de un grupo de maestros en torno al aprendizaje socioemocional
title Comprensiones de un grupo de maestros en torno al aprendizaje socioemocional
spellingShingle Comprensiones de un grupo de maestros en torno al aprendizaje socioemocional
150 - Psicología::153 - Procesos mentales conscientes e inteligencia
Procesos cognitivos
Autoestima
Aprendizaje socioemocional
Aplicación
Comprensiones
Maestros en formación
title_short Comprensiones de un grupo de maestros en torno al aprendizaje socioemocional
title_full Comprensiones de un grupo de maestros en torno al aprendizaje socioemocional
title_fullStr Comprensiones de un grupo de maestros en torno al aprendizaje socioemocional
title_full_unstemmed Comprensiones de un grupo de maestros en torno al aprendizaje socioemocional
title_sort Comprensiones de un grupo de maestros en torno al aprendizaje socioemocional
dc.creator.fl_str_mv Medina Mosquera, Valentina
dc.contributor.advisor.none.fl_str_mv Sánchez Jaramillo, Carlos Andrés
dc.contributor.author.none.fl_str_mv Medina Mosquera, Valentina
dc.subject.ddc.none.fl_str_mv 150 - Psicología::153 - Procesos mentales conscientes e inteligencia
topic 150 - Psicología::153 - Procesos mentales conscientes e inteligencia
Procesos cognitivos
Autoestima
Aprendizaje socioemocional
Aplicación
Comprensiones
Maestros en formación
dc.subject.other.none.fl_str_mv Procesos cognitivos
Autoestima
dc.subject.proposal.spa.fl_str_mv Aprendizaje socioemocional
Aplicación
Comprensiones
Maestros en formación
description Esta investigación se centra en indagar sobre el aprendizaje socioemocional, un constructo que es relativamente nuevo y que en las últimas tres décadas ha despertado un auge investigativo, por lo cual el objetivo de la investigación se inscribe en indagar las comprensiones de los maestros en formación desde las narraciones propias acerca de como lo aplican en su ejercicio práctico; es un estudio cualitativo de tipo narrativo, el cual contó con una población de cinco docentes en formación de la Universidad de San Buenaventura Cali, a los cuales se les aplicaron entrevistas semiestructuradas. Se encontró habilidades socioemocionales son unas competencias importantes para el ejercicio práctico de las docentes en formación, puesto que incentiva a desarrollar un pensamiento que tiene en consideración amplios sistemas como los son las instituciones, la familia, la comunidad los cuales refiere CASEL (2020) direccionan el aprendizaje, las experiencias y el desarrollo. También se halló que estas competencias desarrolladas facilitan centrarse objetivamente en crear un entorno seguro y saludable tanto para los niños como para el docente al igual que refiere Schonert-Reichl (2017) en su estudio.
publishDate 2021
dc.date.issued.none.fl_str_mv 2021
dc.date.accessioned.none.fl_str_mv 2023-06-20T13:59:27Z
dc.date.available.none.fl_str_mv 2023-06-20T13:59:27Z
dc.type.spa.fl_str_mv Trabajo de grado - Pregrado
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dc.identifier.citation.none.fl_str_mv Medina, V. (2021). Comprensiones de un grupo de maestros en torno al aprendizaje socioemocional [Trabajo de grado,Universidad de San Buenaventura Cali]. Biblioteca Digital USB Colombia.
dc.identifier.instname.spa.fl_str_mv instname:Universidad de San Buenaventura
dc.identifier.reponame.spa.fl_str_mv reponame:Repositorio Institucional Universidad de San Buenaventura
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identifier_str_mv Medina, V. (2021). Comprensiones de un grupo de maestros en torno al aprendizaje socioemocional [Trabajo de grado,Universidad de San Buenaventura Cali]. Biblioteca Digital USB Colombia.
instname:Universidad de San Buenaventura
reponame:Repositorio Institucional Universidad de San Buenaventura
repourl:https://bibliotecadigital.usb.edu.co/
url https://hdl.handle.net/10819/11743
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dc.relation.references.none.fl_str_mv Al-Yagon, M. (2012). Adolescents with Learning Disabilities: Socioemotional and Behavioral Functioning and Attachment Relationships with Fathers, Mothers, and Teachers. Journal of Youth & Adolescence, 41(10), 1294–1311. https://doi.org/10.1007/s10964-012-9767-6
Bächler, R., Pozo, J. I., & Scheuer, N. (2018). How do teachers conceive the role of emotions in teaching and learning? An analysis of the affective component of their beliefs. 41(4), 733-793. https://doi.org/10.1080/02103702.2018.1518078
Berger, C., Milicic, N., Alcalay, L., Torretti, A., Arab, M., & Justiniano, B. (2009). Bienestar socio-emocional en contextos escolares: la percepción de estudiantes chilenos. Estudios Sobre Educación, 17, 21-43.
Buchanan, R., Gueldner, B. A., Tran, O. K., & Merrell, K. W. (2009). Social and Emotional Learning in Classrooms: A Survey of Teachers’ Knowledge, Perceptions, and Practices. Journal of Applied School Psychology, 25(2), 187–203. https://doi.org/10.1080/15377900802487078
Buzgara, R., & Giurgiuman, T. (2019). Teaching social and emotional competencies: A pilot survey on social and emotional learning programs implemented in Romania. Journal of Educational Sciences & Psychology, 9(1), 10–16.
Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 1-22. https://doi.org/10.1080/02619768.2020.1821184
Cho, H., Wang, X. C., & Christ, T. (2019). Social-Emotional Learning of Refugee English Language Learners in Early Elementary Grades: Teachers’ Perspectives. Journal of Comprensiones de un grupo de maestros en torno al aprendizaje socioemocional. 36Research in Childhood Education, 33(1), 40-55. https://doi.org/10.1080/02568543.2018.1531449
Collaborative for Academic, Social, and Emotional Learning. (2013). CASEL GUIDE: Effective Social and Emotional Learning Programs-Preschool and Elementary School Edition.
Collaborative for Academic, Social, and Emotional Learning. (2021). Approaches https://casel.org/what-is-sel-4/approaches/
Collaborative for Academic, Social, and Emotional Learning. (2020). What is SEL, https://casel.org/wp-content/uploads/2020/10/SEL-Framework-Spanish.pdf
Dobia, B., Parada, R. H., Roffey, S., & Smith, M. (2019). Social and emotional learning: From individual skills to class cohesion. Educational & Child Psychology, 36(2), 78–90.
Doikou, M., & Diamandidou, K. (2011). Enhancing teachers’ counselling skills: student teachers’ views on a teachers’ education programme. European Journal of Teacher Education, 34(1), 61-79. https://doi.org/10.1080/02619768.2010.534979
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Ee, J., & Cheng, Q. L. (2013). Teachers’ perceptions of students’ social emotional learning and their infusion of SEL. Journal of Teaching and Teacher Education, 210(1182), 1-14. http://dx.doi.org/10.12785/jtte/010201
Humphries, M. L., Williams, B. V., & May, T. (2018). Early childhood teachers perspectives on social-emotional competence and learning in urban classrooms. Journal of applied school psychology, 34(2), 157-179. https://doi.org/10.1080/15377903.2018.1425790
Hymel, S., & Darwich, L. (2018). Building peace through education. Journal of peace education, 15(3), 345-357. https://doi.org/10.1080/17400201.2018.1535475
Klemola, U., Heikinaro-Johansson, P., & OSullivan, M. (2013). Physical education student teachers perceptions of applying knowledge and skills about emotional understanding studied in PETE in a one-year teaching practicum. Physical Education and Sport Pedagogy, 18(1), 28-41. https://doi.org/10.1080/17408989.2011.630999
Marchant Orrego, T., Milicic Muller, N., & Álamos Valenzuela, P. (2013). Impacto en los niños de un programa de desarrollo socio-emocional en dos colegios vulnerables en Chile. Comprensiones de un grupo de maestros en torno al aprendizaje socioemocional. 37
RIEE. Revista Iberoamericana de Evaluación Educativa. https://revistas.uam.es/riee/article/view/3411
Marín-López I., Zych I., Monks C.P., & Ortega-Ruiz R. (2019) Empathy, Morality and Social and Emotional Competencies in Interpersonal Interactions Online. In: Coetzee M. (eds) Thriving in Digital Workspaces. Springer, Cham. https://doi.org/10.1007/978-3-030-24463-7_11
Martínez, D. J. C., Roa, J. A. S., Dulčić, F. J. L., & Ossandón, N. D. M. T. (2018). Teorías subjetivas en docentes sobre el aprendizaje y desarrollo socioemocional: Un estudio de caso. Revista Educación, 42(2), 250-271. https://doi.org/10.15517/revedu.v42i2.25659
Martinsone, B., & Damberga, I. (2017). Qualitative analysis of teachers written self-reflections after implementation of a social-emotional learning program in Latvia. International Journal of School & Educational Psychology, 5(4), 215-225. https://doi.org/10.1080/21683603.2016.1225236
Nagasa, K. (2014). Perspectives of elementary teachers on refugee parent-teacher relations and the education of their children. Journal of Educational Research and Innovation, 3(1), 1. https://digscholarship.unco.edu/jeri/vol3/iss1/1
Palmer, P. J. (2003). Teaching with heart and soul: Reflections on spirituality in teacher education. Journal of teacher education, 54(5), 376-385. https://doi.org/10.1177/0022487103257359
Pultorak, E. G., & Barnes, D. (2009). Reflectivity and teaching performance of novice teachers: Three years of investigation. Action in Teacher Education, 31(2), 33-46. https://doi.org/10.1080/01626620.2009.10463516
Rawdin, C. (2019). Towards neuroparenting? An analysis of the discourses underpinning social and emotional learning (SEL) initiatives in English schools. Educational Review, 1-18.https://doi.org/10.1080/00131911.2018.1557598
Rendón, M. A. (2019). Competencias socioemocionales de maestros en formación y egresados de programas de educación. Praxis & Saber, 10(24), 243-270. https://doi.org/10.19053/22160159.v10.n25.2019.10004
Ríos, L. T., & Berger, C. (2012). Percepción de profesores jefes de quinto y sexto básico de su rol en el aprendizaje socioemocional de los estudiantes. Diálogos educativos, (23), 16-37. Comprensiones de un grupo de maestros en torno al aprendizaje socioemocional. 38
Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. The future of children, 137-155. https://files.eric.ed.gov/fulltext/EJ1145076.pdf
Schonert-Reichl, K. A., Kitil, M. J., & Hanson-Peterson, J. (2017). To Reach the Students, Teach the Teachers: A National Scan of Teacher Preparation and Social & Emotional Learning. A Report Prepared for CASEL. Collaborative for academic, social, and emotional learning. https://files.eric.ed.gov/fulltext/ED582029.pdf
Stipp, B. (2019). A big part of education also: A mixed-methods evaluation of a social and emotional learning (SEL) course for pre-service teachers. Emotional and Behavioural Difficulties, 24(2), 204-218. https://doi.org/10.1080/13632752.2019.1597569
Triliva, S., & Poulou, M. (2006). Greek Teachers’ Understandings and Constructions of What Constitutes Social and Emotional Learning. School Psychology International, 27(3), 315–338. https://doi.org/10.1177/0143034306067303
Vivas, M., Chacón, M. A., & Chacón, E. (2010). Competencias socio-emocionales autopercibidas por los futuros docentes. Educere, 14(48), 137-146. https://www.redalyc.org/articulo.oa?id=356/35616720014
Zinsser, K. M., Shewark, E. A., Denham, S. A., & Curby, T. W. (2014). A Mixed-Method Examination of Preschool Teacher Beliefs About Social-Emotional Learning and Relations to Observed Emotional Support. Infant & Child Development, 23(5), 471–493. https://doi.org/10.1002/icd.1843
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spelling Sánchez Jaramillo, Carlos Andrésvirtual::260-1Medina Mosquera, Valentinac19465dd-25de-4b98-94eb-ee8971e4189e-12023-06-20T13:59:27Z2023-06-20T13:59:27Z2021Esta investigación se centra en indagar sobre el aprendizaje socioemocional, un constructo que es relativamente nuevo y que en las últimas tres décadas ha despertado un auge investigativo, por lo cual el objetivo de la investigación se inscribe en indagar las comprensiones de los maestros en formación desde las narraciones propias acerca de como lo aplican en su ejercicio práctico; es un estudio cualitativo de tipo narrativo, el cual contó con una población de cinco docentes en formación de la Universidad de San Buenaventura Cali, a los cuales se les aplicaron entrevistas semiestructuradas. Se encontró habilidades socioemocionales son unas competencias importantes para el ejercicio práctico de las docentes en formación, puesto que incentiva a desarrollar un pensamiento que tiene en consideración amplios sistemas como los son las instituciones, la familia, la comunidad los cuales refiere CASEL (2020) direccionan el aprendizaje, las experiencias y el desarrollo. También se halló que estas competencias desarrolladas facilitan centrarse objetivamente en crear un entorno seguro y saludable tanto para los niños como para el docente al igual que refiere Schonert-Reichl (2017) en su estudio.This research focuses on investigating socio-emotional learning, a construct that is relatively new and that in the last three decades has awakened a research boom, for which the objective of the research is inscribed in investigating the understandings of teachers in training from their own narratives about how they apply it in their practical exercise; It is a qualitative study of a narrative type, which had a population of five teachers in training from the University of San Buenaventura Cali, to whom semi-structured interviews were applied. Socio-emotional skills were found to be important competencies for the practical exercise of teachers in training, since it encourages them to develop a thought that takes into consideration broad systems such as institutions, the family, the community, which CASEL (2020) refers to. learning, experiences, and development. It was also found that these developmental competencies facilitate an objective focus on creating a safe and healthy environment for both children and teachers, as reported by Schonert-Reichl (2017) in his study.PregradoPsicólogo42 páginasapplication/pdfMedina, V. (2021). Comprensiones de un grupo de maestros en torno al aprendizaje socioemocional [Trabajo de grado,Universidad de San Buenaventura Cali]. Biblioteca Digital USB Colombia.instname:Universidad de San Buenaventurareponame:Repositorio Institucional Universidad de San Buenaventurarepourl:https://bibliotecadigital.usb.edu.co/https://hdl.handle.net/10819/11743spaUniversidad de San BuenaventuraCaliFacultad de Ciencias Humanas y SocialesCaliPsicologíaAl-Yagon, M. (2012). Adolescents with Learning Disabilities: Socioemotional and Behavioral Functioning and Attachment Relationships with Fathers, Mothers, and Teachers. Journal of Youth & Adolescence, 41(10), 1294–1311. https://doi.org/10.1007/s10964-012-9767-6Bächler, R., Pozo, J. I., & Scheuer, N. (2018). How do teachers conceive the role of emotions in teaching and learning? An analysis of the affective component of their beliefs. 41(4), 733-793. https://doi.org/10.1080/02103702.2018.1518078Berger, C., Milicic, N., Alcalay, L., Torretti, A., Arab, M., & Justiniano, B. (2009). Bienestar socio-emocional en contextos escolares: la percepción de estudiantes chilenos. Estudios Sobre Educación, 17, 21-43.Buchanan, R., Gueldner, B. A., Tran, O. K., & Merrell, K. W. (2009). Social and Emotional Learning in Classrooms: A Survey of Teachers’ Knowledge, Perceptions, and Practices. Journal of Applied School Psychology, 25(2), 187–203. https://doi.org/10.1080/15377900802487078Buzgara, R., & Giurgiuman, T. (2019). Teaching social and emotional competencies: A pilot survey on social and emotional learning programs implemented in Romania. Journal of Educational Sciences & Psychology, 9(1), 10–16.Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: a literature review of online teaching and learning practices. European Journal of Teacher Education, 1-22. https://doi.org/10.1080/02619768.2020.1821184Cho, H., Wang, X. C., & Christ, T. (2019). Social-Emotional Learning of Refugee English Language Learners in Early Elementary Grades: Teachers’ Perspectives. Journal of Comprensiones de un grupo de maestros en torno al aprendizaje socioemocional. 36Research in Childhood Education, 33(1), 40-55. https://doi.org/10.1080/02568543.2018.1531449Collaborative for Academic, Social, and Emotional Learning. (2013). CASEL GUIDE: Effective Social and Emotional Learning Programs-Preschool and Elementary School Edition.Collaborative for Academic, Social, and Emotional Learning. (2021). Approaches https://casel.org/what-is-sel-4/approaches/Collaborative for Academic, Social, and Emotional Learning. (2020). What is SEL, https://casel.org/wp-content/uploads/2020/10/SEL-Framework-Spanish.pdfDobia, B., Parada, R. H., Roffey, S., & Smith, M. (2019). Social and emotional learning: From individual skills to class cohesion. Educational & Child Psychology, 36(2), 78–90.Doikou, M., & Diamandidou, K. (2011). Enhancing teachers’ counselling skills: student teachers’ views on a teachers’ education programme. European Journal of Teacher Education, 34(1), 61-79. https://doi.org/10.1080/02619768.2010.534979Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.xEe, J., & Cheng, Q. L. (2013). Teachers’ perceptions of students’ social emotional learning and their infusion of SEL. Journal of Teaching and Teacher Education, 210(1182), 1-14. http://dx.doi.org/10.12785/jtte/010201Humphries, M. L., Williams, B. V., & May, T. (2018). Early childhood teachers perspectives on social-emotional competence and learning in urban classrooms. Journal of applied school psychology, 34(2), 157-179. https://doi.org/10.1080/15377903.2018.1425790Hymel, S., & Darwich, L. (2018). Building peace through education. Journal of peace education, 15(3), 345-357. https://doi.org/10.1080/17400201.2018.1535475Klemola, U., Heikinaro-Johansson, P., & OSullivan, M. (2013). Physical education student teachers perceptions of applying knowledge and skills about emotional understanding studied in PETE in a one-year teaching practicum. Physical Education and Sport Pedagogy, 18(1), 28-41. https://doi.org/10.1080/17408989.2011.630999Marchant Orrego, T., Milicic Muller, N., & Álamos Valenzuela, P. (2013). Impacto en los niños de un programa de desarrollo socio-emocional en dos colegios vulnerables en Chile. Comprensiones de un grupo de maestros en torno al aprendizaje socioemocional. 37RIEE. Revista Iberoamericana de Evaluación Educativa. https://revistas.uam.es/riee/article/view/3411Marín-López I., Zych I., Monks C.P., & Ortega-Ruiz R. (2019) Empathy, Morality and Social and Emotional Competencies in Interpersonal Interactions Online. In: Coetzee M. (eds) Thriving in Digital Workspaces. Springer, Cham. https://doi.org/10.1007/978-3-030-24463-7_11Martínez, D. J. C., Roa, J. A. S., Dulčić, F. J. L., & Ossandón, N. D. M. T. (2018). Teorías subjetivas en docentes sobre el aprendizaje y desarrollo socioemocional: Un estudio de caso. Revista Educación, 42(2), 250-271. https://doi.org/10.15517/revedu.v42i2.25659Martinsone, B., & Damberga, I. (2017). Qualitative analysis of teachers written self-reflections after implementation of a social-emotional learning program in Latvia. International Journal of School & Educational Psychology, 5(4), 215-225. https://doi.org/10.1080/21683603.2016.1225236Nagasa, K. (2014). Perspectives of elementary teachers on refugee parent-teacher relations and the education of their children. Journal of Educational Research and Innovation, 3(1), 1. https://digscholarship.unco.edu/jeri/vol3/iss1/1Palmer, P. J. (2003). Teaching with heart and soul: Reflections on spirituality in teacher education. Journal of teacher education, 54(5), 376-385. https://doi.org/10.1177/0022487103257359Pultorak, E. G., & Barnes, D. (2009). Reflectivity and teaching performance of novice teachers: Three years of investigation. Action in Teacher Education, 31(2), 33-46. https://doi.org/10.1080/01626620.2009.10463516Rawdin, C. (2019). Towards neuroparenting? An analysis of the discourses underpinning social and emotional learning (SEL) initiatives in English schools. Educational Review, 1-18.https://doi.org/10.1080/00131911.2018.1557598Rendón, M. A. (2019). Competencias socioemocionales de maestros en formación y egresados de programas de educación. Praxis & Saber, 10(24), 243-270. https://doi.org/10.19053/22160159.v10.n25.2019.10004Ríos, L. T., & Berger, C. (2012). Percepción de profesores jefes de quinto y sexto básico de su rol en el aprendizaje socioemocional de los estudiantes. Diálogos educativos, (23), 16-37. 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