Emotional competencies in initial teacher training: a systematic review
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Abstract
Emotional competencies are the skills, knowledge, and attitudes that enable individuals to recognize, understand, and manage their own emotions and those of others. Adequate development of these competencies in teachers promotes an emotional climate conducive to student motivation and learning. However, teacher training does not directly and systematically address emotional training. The objective of this systematic review is to analyze articles on emotional competencies in initial teacher training published in the last five years in the Scopus and Web of Science databases. For the descriptive analysis, relevant criteria are defined, such as the research approaches, contexts, methodologies, and instruments used in the research studies. Thematic analyses are also proposed based on topics that summarize the most relevant findings of these studies. After this review, it is possible to conclude that the literature affirms that emotional education has a positive impact on personal and professional well-being, improves cognitive performance, benefits mental health, promotes resilience, and strengthens stress coping skills. It also calls for incorporating emotional competencies into teacher training and for greater integration into the curriculum.
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