Socioemotional teaching competencies in initial teacher education: A reflection from Physical Education
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Abstract
Initial Teacher Education (ITE) in Physical Education in Chile shows a persistent gap in the explicit development of socioemotional competencies (SEC), despite national policy frameworks recognizing their importance for well-being, classroom management, and the quality of learning. This academic reflection examines the disconnect between institutional guidelines, such as the National Policies on School Coexistence, the Framework for Good Teaching, and the predominant training practices in Physical Education teacher education programs. Based on a review of recent literature, it is evident that universities tend to address SEC in a fragmented manner, which limits the preparation of future teachers to effectively integrate them into their professional practice. Furthermore, Physical Education and Health (PEH) is argued to offer valuable pedagogical opportunities for the experiential development of these competencies; however, its potential is constrained by the lack of systematic curricular strategies. It is concluded that integrating SEC as a cross-cutting, assessable component grounded in active methodologies is essential to strengthening teaching practice and fostering more empathetic, resilient, and collaborative educational communities.
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