La formación en educación emocional de los docentes: una visión de los futuros maestros

ABSTRACTThe present study is aimed at knowing the opinion of future teachers about the importance and necessity of academic training in emotional education, which is essential for the optimal performance of their professional teaching work, with the purpose of providing orientations that may lay the foundation for the design of the initial training of teachers in the framework of the European Higher Education Area.The methodology used involved a sample of 265. Information was gathered using the Scale of Importance and Training Needs in Emotional Education, and analysed using correlation techniques, factor analysis, descriptive statistics and mean differences. The KMO >.5 measure and the significance of the Barlett’s sphericity test showed that the data were suitable for being subject to factorial analysis. In general terms, the internal consistency of the two main subscales of the EINFEM, observed in the present study, could be considered sufficiently satisfactory. For the global scorings in the subscales importance and necessities, alpha values were obtained equal to .91 and .95 respectively.The results indicate that the participating student group attaches the greatest importance to training in complementary emotional competencies, followed by interpersonal emotional competencies and, finally, intrapersonal emotional competencies. With respect to the training needs, these essentially focus on interpersonal emotional competencies and complementary emotional competencies and, to a lesser extent, on intrapersonal emotional competencies. Additionally, significant differences are found among students according to the educational course in which they are registered. RESUMENEl presente estudio está dirigido a conocer la opinión de los futuros docentes sobre la importancia y la necesidad de formación en educación emocional necesaria para el desempeño óptimo del ejercicio profesional docente, con la finalidad de facilitar orientaciones que puedan fundamentar el diseño de la formación inicial del profesorado en el marco del Espacio Europeo de Educación Superior.En cuanto a la metodología, se ha contado con una muestra de 265 alumnos. La información se ha recogido mediante la Escala de Importancia y Necesidades de Formación en Educación Emocional, y para su análisis se han empleado técnicas correlacionales, análisis factorial, estadísticos descriptivos y diferencias de medias. El índice KMO >.5 y la significatividad de la prueba de esfericidad de Barlett indicaron que los datos eran aptos para ser sometidos a análisis factorial. En términos generales, la consistencia interna de las dos subescalas principales de la EINFEM, observada en este estudio, se puede considerar bastante satisfactoria. Para las puntuaciones globales en las subescalas importancia y necesidades se obtuvieron valores de alfa igual a .91 y a .95, respectivamente.Los resultados indican que el alumnado participante concede mayor importancia a la formación en competencias emocionales complementarias, posteriormente en competencias emocionales interpersonales, y por último, en competencias emocionales intrapersonales. Respecto de las necesidades formativas se centran fundamentalmente en competencias emocionales interpersonales y competencias emocionales complementarias, y en menor medida en competencias emocionales intrapersonales. Además, existen diferencias significativas entre los alumnos en función del curso en el que están matriculados. ABSTRACTThe present study is aimed at knowing the opinion of future teachers about the importance and necessity of academic training in emotional education, which is essential for the optimal performance of their professional teaching work, with the purpose of providing orientations that may lay the foundation for the design of the initial training of teachers in the framework of the European Higher Education Area.The methodology used involved a sample of 265. Information was gathered using the Scale of Importance and Training Needs in Emotional Education, and analysed using correlation techniques, factor analysis, descriptive statistics and mean differences. The KMO >.5 measure and the significance of the Barlett’s sphericity test showed that the data were suitable for being subject to factorial analysis. In general terms, the internal consistency of the two main subscales of the EINFEM, observed in the present study, could be considered sufficiently satisfactory. For the global scorings in the subscales importance and necessities, alpha values were obtained equal to .91 and .95 respectively.The results indicate that the participating student group attaches the greatest importance to training in complementary emotional competencies, followed by interpersonal emotional competencies and, finally, intrapersonal emotional competencies. With respect to the training needs, these essentially focus on interpersonal emotional competencies and complementary emotional competencies and, to a lesser extent, on intrapersonal emotional competencies. Additionally, significant differences are found among students according to the educational course in which they are registered.