Educación emocional en la formación docente: una perspectiva desde la licenciatura en humanidades y lengua castellana

Abstract

This monograph aims to identify how emotional education is addressed in the Bachelor’s Degree in Humanities and Spanish Language at Universidad Distrital Francisco José de Caldas. The research was conducted using a qualitative approach through semi-structured interviews with students who had completed their first pedagogical practicum and teachers who accompany this process. The analysis was organized into three categories: meanings attributed to emotional education, emotional education in pedagogical practice, and areas for improvement. The results show that participants recognize the importance of the emotional dimension in teacher education and teaching practice; however, they also identify gaps in its integration within the degree program and pedagogical practice. It is concluded that it is necessary to strengthen spaces for training and reflection on emotional education in the preparation of future teachers.