La Educación Emocional en Primariaanálisis, observación y percepción del profesorado en Huelva

Abstract

Emotional Education (E.E.) is a growing topic in the scientific field while its application in the education system is still very scarce. For this reason, it was proposed to study the situation of Emotional Education in teachers in the province of Huelva. The thesis was carried out through three studies. In the first study, a bibliographic review was carried out on 38 articles in the “Web of Science” database; In the second study, an observation was carried out on 103 Primary Education teachers; and in the third study, the design and validation of a semi-structured interview was carried out, which was then used in a Discussion Group with nine Primary teachers. As general results, it was obtained that in study one, 31 articles were directed at students, 8 of the selected articles were directed towards teachers, and 2 were included in both dimensions (students and teachers). It was observed that there was a clear imbalance between the studies. In relation to the number of articles per year, the quantitative evolution of this topic was observed, which went from 5 articles in 2015, to 14 articles in 2016 and to 18 articles in 2018. In study 2, it turned out that the teachers mostly used motivating motivational strategies, an inquiry methodology, and a Task Climate, they also showed a positive empathic attitude, and a positive emotional education teaching, they made use of emotional language, and almost 30% used emotional-didactic resources in their classrooms. Regarding conflict resolution: the majority of teachers had a positive teaching attitude towards conflicts, more than half of the teachers observed used participatory resolution when faced with conflict, almost half of them sanctioned to their students and used preventive strategies, less than half communicated with their families. Regarding the sense of humor, more than half of the teachers observed showed a positive sense of humor. And in study 3, the results showed that 22% of the participating teachers commented that they carried out good practices on emotional education, 21% spoke about the importance they gave to E.E. and the need for legalization, they were motivated, they used E.E. methods, interacting with families, considering the training of future teachers, active teachers and families to be crucial. Regarding the needs in emotional education, they pointed out needs of the educational system in general (families, future teachers, society, etc.), the need to take students into account, change the evaluation, the need for teachers to be empathetic, that the faculty gets involved in the emotional education., and manage the teachers' own emotions. Regarding the training in E.E., the majority of the participants were being trained permanently, and as for the generality of teachers, they pointed out that among those who were trained, not all of them later returned it in their classrooms, and that only two of the nine had initially been trained in the US. In conclusion, the E.E. occupied both students and teachers, and was used as a means to develop it or as an end to achieve other objectives or positive consequences. The observed teachers used little empathy and love to resolve conflicts, positive reinforcement, smiles and humor.