Development of social-emotional competences and its assessment as key elements in teacher training plans. Some conclusions derived from 2011 simce assessment
DOI:
https://doi.org/10.35362/rie640407Keywords:
eaching formation; evaluation and formation; social-emotional competences; evaluation simce.Abstract
The present article is part of a major study developed within the framework of a doctoral dissertation, for which the data from the simce 2011 national assessment test have been used. This study provides data which highlight the importance of social-emotional competences regarding the students’ and teachers’ personal, academic and professional development within a society which demands new social and working competences. Since it is not possible to teach competences which haven’t been previously acquired, it is reiterated the necessity of both its incorporation in the initial training and professional development and the benefits of its evaluation by using adequate measurement tools.
Downloads
References
Birch, S. y Ladd, G (1996). «Interpersonal relationships in the school environment and children’s early school adjustment: the role of teachers and peers», en J. Juveno y Wentzel (eds.), Social motivation: understanding children’s school adjustment. Nueva York: Cambridge University Press.
Blaine, B. y Crocker, J (1993). «Self-esteem and self-serving biases in reactions to positive and negative events: an integrative review». En R. F. Baumeister (ed.), Self-esteem. The puzzle of low self-regard. Nueva York: Plenum Press, pp. 55-85.
Chhokar, J. y Wallin, J. (1984). «A field of study of the effect of feedback frecuency on performance». Journal of Applied Psychology, 69, pp. 524-530.
Day, C. (2011). Pasión por enseñar. La identidad personal y profesional del docente y sus valores. Madrid: Narcea.
Haeussler, I. y Milicic, N. (2005). Confiar en uno mismo. Programa de autoestima. Santiago: Santillana.
Heckman. J., Stixrud, J. y Urzua, S. (2006). «The effects of cognitive and non‐cognitive abilities on labor market outcomes and social behaviour». Journal of Labor Economics, 24(3), pp. 411-482.
Heckman J. J. y otros (2010). «The rate of return to the HighScope Perry Preschool Program». Journal of Public Economic, 94, pp.114-128.
López de Lérida, S. (2009). Las competencias docentes. Monografía inédita. Santiago: Programa doctorado Universidad Católica.
Machargo, J. (2001). «El feedback del profesor como recurso para modificar el autoconcepto de los alumnos». El Guiniguada, 10, 7185.
Marchesi, A. y Martín, E. (1998). Calidad de la enseñanza en tiempos de cambio. Madrid: Alianza.
Milicic, N. (2011). «El aprendizaje socioemocional: un aporte para la educación inclusiva». En VI Jornadas de Cooperación Educativa en Iberoamérica sobre educación especial e inclusión educativa. Estrategias para el desarrollo de escuelas y aulas inclusivas. Santiago: orealc / unesco.
Moore, W. y Esselman, M. (1992). «Teacher efficacy, power, school climate and achievement: a desegregating district’s experience». Paper presentado en la Conferencia Anucal de la American Educational Research Association, San Francisco, abril.
Murray, C. y Greenberg, M. (2000). «Children’s relationship with teachers and bonds with school: an investigation of patterns and correlates in middle childhood». Journal of School Psychology, 38, pp. 423–445.
ocde (2013). pisa 2012 results: What students know and can do: student performance in mathematics, reading and science (vol. I). Disponible en: http://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-i.htm
Pajares, F (2008). «Motivational role of self-efficacy beliefs in self-regulated learning». En B.J. Zimmerman y D. Schunk (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 11-140).Nueva York: Erlbaum.
Pianta, R. C., Hamre, B. y Stuhlman, M. (2003). «Relationships between teachers and children». En W. M. Reynolds y G. E. Miller (eds), Comprehensive handbook of psychology, vol. 7, Nueva York: Willey, pp. 199-234.
Rosário, P. y otros (2009). «Academic procrastination: associations with personal, school, and family variables». Spanish Journal of Psychology, 12(1), pp. 118-127.
Ross, J. (1992). «Theacher efficacy and the effect of coaching on student achievement». Canadian Journal of Education, 17 (1), pp. 51-65.
Shavelson, J., Hubner, J. y Stanton, G. (1979). «Self-concept: validation of construct interpretations». Review of Educational Research, 45, pp. 407-441.
Sutton, R. y Whealtley, K. (2003). «Teachers’ emotions and teaching: a review of the literature and directions for future research». Educational Psycholoy Review, 15 (4), pp. 327-358.
Tapia, J. (1991). Motivación y aprendizaje en el aula. Cómo enseñar a pensar. Madrid: Santillana.
Weare, K. y Grey, G. (2003). «What works in developing children’s emotional and social competence and wellbeing?» Department of Education and Skills research report, n.° 456, Londres: DfES.
Blaine, B. y Crocker, J (1993). «Self-esteem and self-serving biases in reactions to positive and negative events: an integrative review». En R. F. Baumeister (ed.), Self-esteem. The puzzle of low self-regard. Nueva York: Plenum Press, pp. 55-85.
Chhokar, J. y Wallin, J. (1984). «A field of study of the effect of feedback frecuency on performance». Journal of Applied Psychology, 69, pp. 524-530.
Day, C. (2011). Pasión por enseñar. La identidad personal y profesional del docente y sus valores. Madrid: Narcea.
Haeussler, I. y Milicic, N. (2005). Confiar en uno mismo. Programa de autoestima. Santiago: Santillana.
Heckman. J., Stixrud, J. y Urzua, S. (2006). «The effects of cognitive and non‐cognitive abilities on labor market outcomes and social behaviour». Journal of Labor Economics, 24(3), pp. 411-482.
Heckman J. J. y otros (2010). «The rate of return to the HighScope Perry Preschool Program». Journal of Public Economic, 94, pp.114-128.
López de Lérida, S. (2009). Las competencias docentes. Monografía inédita. Santiago: Programa doctorado Universidad Católica.
Machargo, J. (2001). «El feedback del profesor como recurso para modificar el autoconcepto de los alumnos». El Guiniguada, 10, 7185.
Marchesi, A. y Martín, E. (1998). Calidad de la enseñanza en tiempos de cambio. Madrid: Alianza.
Milicic, N. (2011). «El aprendizaje socioemocional: un aporte para la educación inclusiva». En VI Jornadas de Cooperación Educativa en Iberoamérica sobre educación especial e inclusión educativa. Estrategias para el desarrollo de escuelas y aulas inclusivas. Santiago: orealc / unesco.
Moore, W. y Esselman, M. (1992). «Teacher efficacy, power, school climate and achievement: a desegregating district’s experience». Paper presentado en la Conferencia Anucal de la American Educational Research Association, San Francisco, abril.
Murray, C. y Greenberg, M. (2000). «Children’s relationship with teachers and bonds with school: an investigation of patterns and correlates in middle childhood». Journal of School Psychology, 38, pp. 423–445.
ocde (2013). pisa 2012 results: What students know and can do: student performance in mathematics, reading and science (vol. I). Disponible en: http://www.oecd.org/pisa/keyfindings/pisa-2012-results-volume-i.htm
Pajares, F (2008). «Motivational role of self-efficacy beliefs in self-regulated learning». En B.J. Zimmerman y D. Schunk (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 11-140).Nueva York: Erlbaum.
Pianta, R. C., Hamre, B. y Stuhlman, M. (2003). «Relationships between teachers and children». En W. M. Reynolds y G. E. Miller (eds), Comprehensive handbook of psychology, vol. 7, Nueva York: Willey, pp. 199-234.
Rosário, P. y otros (2009). «Academic procrastination: associations with personal, school, and family variables». Spanish Journal of Psychology, 12(1), pp. 118-127.
Ross, J. (1992). «Theacher efficacy and the effect of coaching on student achievement». Canadian Journal of Education, 17 (1), pp. 51-65.
Shavelson, J., Hubner, J. y Stanton, G. (1979). «Self-concept: validation of construct interpretations». Review of Educational Research, 45, pp. 407-441.
Sutton, R. y Whealtley, K. (2003). «Teachers’ emotions and teaching: a review of the literature and directions for future research». Educational Psycholoy Review, 15 (4), pp. 327-358.
Tapia, J. (1991). Motivación y aprendizaje en el aula. Cómo enseñar a pensar. Madrid: Santillana.
Weare, K. y Grey, G. (2003). «What works in developing children’s emotional and social competence and wellbeing?» Department of Education and Skills research report, n.° 456, Londres: DfES.
How to Cite
Díaz Fouz, T. (2014). Development of social-emotional competences and its assessment as key elements in teacher training plans. Some conclusions derived from 2011 simce assessment. Iberoamerican Journal of Education, 64, 73–98. https://doi.org/10.35362/rie640407
Downloads
Published
2014-01-01
Issue
Section
Monograph articles
License
Any authors who publish with this journal accept the following terms:
