La inteligencia emocional como una competencia básica en la formación inicial de los docentes: algunas evidencias
DOI:
https://doi.org/10.25115/ejrep.v6i15.1292Palabras clave:
Emocional, competencias básicas, formación inicial, docentes, escuela.Resumen
Este artículo reivindica la inclusión de las competencias emocionales como competencias básicas en la escolaridad obligatoria y en los objetivos de la formación inicial del profesorado que se está diseñando actualmente dentro del marco del Espacio Europeo de Educación Superior (EEES). Para ello, se realiza una revision de las investigaciones más actuales en torno al papel fundamental que tienen las competencias emocionales y, más concretamente, la inteligencia emocional (IE; Mayer y Salovey, 1997) sobre el funcionamiento personal, social y académico de los alumnos, así como sobre la efectividad y bienestar del docente. Además, se analizan las multiples funciones que la legislación educativa vigente demanda al maestro. De esta manera, por medio de la exposición de evidencias científicas sobre la validez predictiva de la inteligencia emocional y su relación con los objetivos educativos actuales, este trabajo pretende demostrar la necesidad de desarrollar las competencias emocionales en los docentes con el fin de promover su bienestar y rendimiento laboral, así como el de sus futuros alumnos. Para ello, proponemos la formación inicial del profesorado como medio prioritario para dicho aprendizaje, así como requisito para la posterior e inevitable formación permanente.
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