Interventions in socioemotional competencies in teacher training: a scoping review
Intervenciones en competencias socioemocionales en la formación del profesorado: una scoping review
Intervenções em competências socioemocionais na formação de professores: uma scoping review
| 2025 | |
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formación docente competencias del docente aprendizaje socioemocional educación emocional competencias socioemocionales teacher training teacher competencies socio-emotional learning emotional education socioemotional competencies formação docente competências do professor aprendizagem socioemocional educação emocional competências socioemocionais |
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| Español | |
| Universidad ORT Uruguay | |
| RAD | |
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https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4101
http://hdl.handle.net/20.500.11968/7652 |
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| Acceso abierto |
| Sumario: | Teachers’ socioemotional competencies play a key role in students’ holistic learning, as well as in teachers’ performance and well-being. However, despite UNESCO’s recommendations (2024), the integration of these competencies into teacher education remains limited. This article aims to synthesize and characterize evidence-based training interventions developed over the last decade at the international level to strengthen these competencies in initial and continuing teacher education. A scoping review was conducted using terms such as “emotional education,” “social and emotional learning,” and “teachers,” covering the period from 2013 to 2024 across five databases (ERIC, Web of Science, Scopus, PsycINFO, and Dialnet), resulting in a final sample of 20 articles. Findings indicate that most interventions were implemented as extracurricular activities rather than formally integrated into curricular subjects. Although the interventions were notably diverse, many shared common theoretical foundations and experiential, collaborative methodologies. These, combined with a climate of trust, contributed to the development of competencies such as self-awareness and relational skills. Evaluations were predominantly based on pre-experimental designs, and while consistent improvements were reported, factors such as gender and other contextual variables were scarcely addressed, limiting the understanding of their effectiveness. This study offers practical guidance for the design, implementation, and evaluation of teacher training programs in socioemotional competencies, highlighting the need for more systematic integration, as well as more rigorous and context-sensitive assessments that incorporate a gender perspective. |
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