Development of socio-emotional skills in the training of educators in today’s society

Abstract

Socio-emotional skills comprise a set of habits, thoughts, and emotions that facilitate interpersonal relationships through the appropriate expression of emotions and consideration of
their impact on others. Backed by neurology, these skills are crucial for learning and for educators’
contributions to new generations. This essay aims to reflect on the socio-emotional skills of future education professionals, exploring their influence on teaching and their contribution to society. Given the pandemic situation, it is proposed to present the role of socio-emotional education in the
university curricular activities of teacher trainers in Chile, using the critical-interpretative method and hermeneutic phenomenology. The discussion is based on experience, dialogue with groups of students and teachers, identifying key points for the inclusion of emotional skills in teacher
training. The process involved the active participation of the teacher, who took on the initial role in
the intervention by providing instructions and guidelines for the development of socio-emotional skills related to ethics and education in various contexts. This was carried out virtually at a higher education institution in Chile. The conclusion emphasizes the urgency and need to integrate socioemotional
education into the curriculum for university education professionals. The alignment
between Goleman, Bisquerra, and Morin, theorists who have delved into the subject, is highlighted,
although the persistence of orthodox educational models that exclude emotions, focusing
excessively on intellectual capacities and overlooking the need for comprehensive emotional
training to face contemporary societal challenges, is noted.