Methodological strategies for teacher training in socio-affective education

Abstract

This article deals with teacher training in socio-affective education. Its main purpose is: to contribute to teacher training in socio-affective education through the use of an active methodology. The experience that is analyzed is qualitative in nature. The sample consisted of voluntary participants and involved 69 teachers of different educational levels. Theoretical methods such as analytical-synthetic and inductive-deductive were used. To determine the categories in the analysis and interpretation of the information obtained, a qualitative coding was carried out. As a result of the use of the active methodology, some methodological considerations are proposed for teacher training in socio-affective education: working from the referent of teachers and their good practices; emphasize the communicative nature of the teaching-learning process; establish the starting level of the participants in terms of socio-affective education; privilege communication styles that promote a suitable psychological climate and the use of experiential methodologies. It is necessary to continue the theoretical deepening in relation to socio-affective education and its role in the training of teachers as part of their personal dimension, which will contribute to enriching the methodological strategies that are conceived in this regard.