Razones y emociones: espacios de escucha. Necesidades en la formación docente de la Universidad Distrital

Abstract

Starting from the question about the need for emotional education in teacher training, and based on conversational interviews with students, teachers, graduates, and officials from UDFJC, a qualitative reflection was conducted regarding the role of emotional dimension in teacher education. This is due to its significant impact not only on pedagogical practice but also on the personal lives of future graduates. Aspects such as self-esteem, active listening, competencies, and skills that can be developed from a psychopedagogical perspective, while considering the feelings and social relationships that arise in the educational context, are fundamental for the development of well-rounded individuals. The research results highlight the interest of the university community in emotional reflection within academic spaces, aiming to prevent student dropout due to emotional issues. The collected testimonies were essential in reaffirming the importance of creating spaces for active listening to contribute to relevant educational transformations both within and outside the university. This work was conducted under the research-innovation modality and within the framework of GIPLyM. As a result, the conducted interviews were published on the microsite titled “Experiencias de Escucha en la UD”.