Departamento de Pedagogía

URI permanente para esta comunidadhttps://hdl.handle.net/10953/47

En esta Comunidad se recogen los documentos generados por el Departamento de Pedagogía y que cumplen los requisitos de Copyright para su difusión en acceso abierto.

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A Reflection on a Didactical Design for Training Teachers in the Incorporation of Technology into the English Classroom
(Facultad de Ciencias de la Educación. U. Magdalena, 2023-06-09) Camacho Vásquez, Gonzalo; Díaz Pareja, Elena M.; Ortega-Tudela, Juana M.
La enseñanza remota por emergencia (ERE) durante pandemia han demostrado la urgente necesidad de capacitar a los docentes en la incorporación tecnología al aula de clase. En la enseñanza del inglés, esta necesidad se convierte en una exigencia debido a que el uso de herramientas digitales posibilita el desarrollo de la competencia cultural e intercultural. La revisión literaria demuestra que existen modelos que guían la integración de las tecnologías de información (TIC) en educación en general, pero no se encontró un diseño didáctico con procedimientos para capacitar docentes de inglés. El presente artículo busca describir y sustentar teóricamente un Diseño Didáctico basado en la Web para entrenar docentes de inglés en el uso de las TIC en ELT. El Diseño es parte de las fases de Desarrollo e Implementación de un estudio que persigue establecer sus efectos en la Competencia Digital Docente utilizando el marco del DigCompEdu. La construcción del Diseño Didáctico se fundamenta en la teoría de la Investigación a través del Diseño y el Modelo ADDIE de Diseño Instruccional. La revisión bibliográfica y los resultados del cuestionario de Análisis establecen lineamientos para la formulación del Diseño y limitaciones a tener en cuenta.
Active methodologies and curricular sustainability in teacher training.
(2023) Martínez Valdivia, Estefanía; Pegalajar Palomino, Mª del Carmen; Burgos García, Antonio
Purpose – Changes in society, the economy and health require a response from higher education regarding the training of professionals, specifically, future teachers. In this sense, active methodologies constitute, in line with the 2030 Agenda for sustainable development, a key strategic element in teacher training, given the need to educate for sustainability and social responsibility (SR). This study aims to examine innovative teaching- learning experiences based on the use of active methodologies and the interaction with sustainability and SR on the part of university students in Education. Design/methodology/approach – The methodology constitutes a systematic review of the qualitative, inductive and exploratory literature, on the basis of the PRISMA declaration principles. The sample is composed of research published between 2011 and 2021 in the world’s most important scientific databases in the educational context (WoS, Scopus and Eric-ProQuest). Findings – This study reveals the methodologies that are most commonly used in ecological literacy, their implications for the acquisition of competencies in terms of curriculum sustainability and their relationship with the UN Sustainable Development Goals and SR. Higher education must reflect and demonstrate awareness of its social mission and pedagogical effectiveness, to transform education, taking as a reference the sustainability and SR in the university student’s curriculum. Research limitations/implications – One of the main limitations of this study is the scarcity of research studies that include, jointly, the key descriptors analysed in this contribution such as teacher training, active methodologies, sustainability and SR. Another limitation to observe in this work is related to having considered as inclusion criteria solely research published in open access journals, since other research published in closed access journals is omitted. Originality/value – This work demonstrates the usefulness of active methodologies in the training and professional development of future Education students in “sustainability”.
Acute Aerobic Exercise Enhances Students’ Creativity.
(Taylor & Francis, 2018-09) Latorre-Román, Pedro Ángel; Pantoja-Vallejo, Antonio; Berrios-Aguayo, Beatriz
The purpose of this study was to evaluate the effectiveness of an aerobics games class on creativity in children during the school day. Participants were 96 students (age = 9.84 ± 1.12 years), 48 girls and 48 boys. The students were randomly assigned to the experimental group (EG, n = 48) or the control group (CG, n = 48). The Prueba de Imaginación Creativa-Niños (PIC-N) test was employed to assess narrative and graphic creativity. The EG took part in an aerobic games session lasting 45 min; the CG did not take part in a physical education class on that school day. As for group × time interaction, the EG experienced significant improvements in all creativity variables except in graphic originality, graphic titles, and graphic details. The CG did not improve any creativity variables. The findings suggest that acute aerobic exercise can enhance students’ creativity, which could be important for academic achievement.
Acute effect of two different physical education classes on memory in children school-age
(Elservier, 2019) Berrios-Aguayo, Beatriz; Pantoja-Vallejo, Antonio; Latorre-Román, Pedro Ángel
The purpose of this study was to evaluate the effectiveness of an aerobic game vs. team game class on memory in children. A total of 236 children aged 8–12 years participated in this study. The students were randomly assigned to two experimental groups (EGs): team game group (EG1), n = 79; aerobic exercise group (EG2), n = 79; and control group (CG) n = 78 (CG did not perform any kind of physical education). The Rey Auditory Verbal Learning test was employed to analyse memory. In the pre-test condition, there were no significant differences in any memory variables. In post-test conditions (20 min after of the physical exercise), the EGs displayed higher scores than the CG in deferred memory and recognition, moreover, the EG1 displayed higher scores than the CG in Trial 5 (p = .002), trials summation (p = .003), and learning curve (p = .043). There were no significant differences between EGs in both pretest and posttest conditions. For the group x time interaction (within-group), the EGs showed significant improvements in all memory variables except in the learning curve. In the EGs, the effect size (group x time) in the most of the memory variables was medium and in the CG it was low.
Análisis del programa educativo "Cubilete" para la prevención de adicciones a TIC en adolescentes. Caso específico de juegos de azar y apuestas online.
(UNED, 2020) Berrios-Aguayo, Beatriz; Pérez-García, Bárbara; Sánchez-Valenzuela, Fernando; Pantoja-Vallejo, Antonio
El objetivo de este estudio fue analizar la efectividad del programa educativo “Cubilete” para la prevención de adicciones a Internet, móvil, juegos y apuestas online en estudiantes de Educación Secundaria y Bachillerato, diseñado por la Asociación Alujer. La muestra estuvo compuesta por un total de 637 alumnos de diferentes centros de la ciudad de Jaén (España). El instrumento para medir la eficacia del programa en una medida pre y postest fue el Cuestionario escolar de creencias, actitudes y usos de tecnologías, juegos virtuales y apuestas online (CCAU), construido ad hoc. La intervención tuvo una duración de 4 semanas y fue llevada a cabo durante las horas de tutoría. Los resultados muestran una reducción significativa en cuanto al uso de Tecnologías de la Información y la Comunicación (TIC), así como en la frecuencia en las que se utilizan las mismas. También se observó un aumento en el reconocimiento de adicción a las TIC una vez llevada a cabo la intervención, además de un mayor conocimiento de los padres del uso que hacen sus hijos de las mismas. Así mismo, la participación a juegos de azar y apuestas online se ve reducida considerablemente. Por último, hay un esclarecimiento en lo referido al significado del concepto adicción, aunque no significativamente del concepto juego patológico. Como conclusión se destaca el papel revelador que tiene este tipo de intervenciones sobre la población joven en lo referido al uso de las TIC y las adicciones a juegos de azar, virtuales y apuestas.
Analyzing the Relationship Between Child-to-Parent Violence and Perceived Parental Warmth
(Frontiers Media, 2020-11) Cano-Lozano, M. Carmen; Rodríguez-Díaz, F. Javier; León, Samuel P.; Contreras, Lourdes
The relationship between child-to-parent violence (CPV) and the perceived parental warmth dimension has been well established. However, it is necessary to further investigate the nature of this relationship considering the involvement of other variables. The objective of this study was to analyze the role of cognitive (hostile attribution), emotional (anger), and social variables (deviant peer group and drug use) in the relationship between the perceived parental warmth dimension (warmth-communication and criticism-rejection) and CPV motivated by reactive or instrumental reasons. The community sample consisted of 1,599 Spanish adolescents (54.8% girls) between the ages of 12 and 18 years (Mage = 14.6, SD = 1.6 years) from different secondary schools in Jaén (75.3%) and Oviedo (24.7%) (Spain). Each participant completed the Child-to-Parent Violence Questionnaire (CPV-Q), the Warmth Scale (WS), adolescents’ version, the Social Information Processing (SIP) in Child-to-parent Conflicts Questionnaire and Deviant Peers and Drug Use Questionnaires. The results indicate that perceived parental warmth is negatively correlated with hostile attribution, adolescent anger, relationship with a deviant peer group, while perceived parental criticism is positively linked to these variables. Likewise, hostile attribution and adolescent anger are positively linked to reactive CPV. Relationship with a deviant peer group is associated with drug use, which also predicts both reactive and instrumental CPV. In sum, a lack of perceived parental warmth has important repercussions in the form of the psychological and social maladjustment of children, which in turn is differentially correlated with reactive or instrumental CPV. Thus, prevention and intervention programs for CPV should consider, on the one hand, working with parents on parental practices that incorporate parental warmth as a fundamental element and, on the other hand, working with children on cognitive, emotional, and social aspects, taking into account the different motivations for this type of violence.
Assessing Child-to-Parent Violence With the Child-to-Parent Violence Questionnaire, Parents’ Version (CPV-Q-P): Factor Structure, Prevalence, and Reasons
(Frontiers Media, 2020-11) Contreras, Lourdes; León, Samuel P.; Cano-Lozano, M. Carmen
Child-to-parent violence has dramatically risen in the last decade, becoming a concerning issue in many countries, so research on this issue has also increased. However, most of the studies on this topic have been conducted with samples of adolescents, and very few with samples of parents. In addition, the variety of assessment instruments does not reflect the elements of this type of violence. Thus, the current study was aimed to examine the factor structure, reliability, and validity of the Child-to-parent Violence Questionnaire, parents’ version (CPV-Q-P), in a sample of Spanish parents of adolescents. Moreover, the prevalence rates of the different types of violence and the reasons for violence were also examined. A total of 1,012 Spanish parents of adolescents aged between 12 and 17 years old (55.1% mothers, 44.9% fathers) were assessed using the CPV-Q-P. Data indicated a matrix of four factors with 14 items, assessing psychological violence, physical violence, financial violence, and control/domain over parents, and two factors with 8 items capturing the reasons for child-to-parent violence (instrumental and reactive), with adequate psychometric properties. The more frequent type of violence was control and domain over parents, followed by psychological, financial, and physical violence, with no significant differences between mothers and fathers. Otherwise, instrumental reasons were more frequent than reactive types, with no differences between mothers and fathers. The CPV-Q-P is a useful instrument to assess child-to-parent violence from the parents’ perspective in both professional and research settings.
Autopercepción del alumnado inmigrante marroquí de educación secundaria obligatoria en Andalucía: costumbres y religión
(2017) Cobano-Delgado Palma, Verónica; Llorent-Vaquero, Mercedes
Con el fin de contribuir a una mejor integración de los jóvenes inmigrantes marroquíes en Andalucía, nos pareció de urgente importancia averiguar cómo se perciben a sí mismos tras la emigración. Hemos utilizado una metodología cualitativa con datos cuantitativos. Analizando una muestra estratificada muestra estratificada de cada una de las provincias de Andalucía (España) nuestro estudio se ha centrado en los alumnos marroquíes de educación secundaria obligatoria. En identificamos que aunque se mantengan costumbres particulares de la cultura heredada, los hábitos y valores del país de llegada pueden sin embargo en diversos ámbitos. Consideramos que combinar el mantenimiento de su cultura de origen y los valores de la sociedad española no es fácil, sobre todo si añadimos otras dificultades a las que se enfrenta la comunidad marroquí: los prejuicios y estereotipos por parte de la población autóctona.
Changes in Teacher Training within the TPACK Model Framework: A Systematic Review
(MDPI, 2019-03-29) Rodríguez-Moreno, Javier; Agreda, Miriam; Ortiz-Colón, Miriam
The TPACK model represents a high-impact advance in teacher training regarding their technological, pedagogical and content knowledge. This research presents an analysis of several publications in international databases that address the matter of the TPACK model. Accordingly, a review of the scientific literature applying the documentation as a systematization method was performed. The present study analyses 37 contributions, published between 2014 and 2017, indexed in the Web of Science (WOS) and Scopus databases, with TPACK and TPCK as the applied descriptors. Thus, the documentary analysis was based on four different criteria: public, topic, main results, and methodological design. Results show that all the reviewed publications are mainly focused on studies of basic and higher education where case studies, quantitative empirical studies, and mixed studies are predominant. Consequently, regarding the studies analyzed, there is a lack of longitudinal studies showing the teachers’ actions when applying TPACK in their daily practice.
Concurrent extinction does not render appetitive conditioning context specific
(Springer, 2011-02) Nelson, Byron J.; Lombas, Sebastián; León, Samuel P.
In an experiment with rats, an appetitive conditioning method was used to investigate the generality of the hypothesis that extinction should arouse attention to contextual cues, resulting in all learning in that context becoming context specific. Rats received appetitive conditioning with a tone either while extinction of a flasher occurred (Group With Extinction) or while it did not (Group No Extinction). Half of each group was subsequently tested in extinction in the context in which training had taken place or in a different context. The results revealed a three-way interaction of extinction and context with trials, in a direction opposite to the one the hypothesis would suggest. When rats were tested in a different context, there was generally better responding in Group With Extinction than in Group No Extinction. In the same context, there was generally lower responding in Group With Extinction than in Group No Extinction. Subsequent testing showed an ABA recovery effect. Results are discussed in terms of the challenges they pose for the revised retrieval theory presented by Callejas-Aguilera and Rosas (2011).
Context switch effects and Context Experience in Rats’ Conditioned Taste Aversion
(Universidad de Valencia, 2012) León, Samuel P.; Callejas-Aguilera, José E.; Rosas, Juan M.
Context specificity of rats’ conditioned taste aversion as a function of context experience was assessed in two experiments. Rats received a single pairing between a flavor X and a LiCl injection in a distinctive context (context A) being subsequently tested either in the same context or in a different but equally familiar context (context B). Experiment 1 found that the context change attenuated aversion to X when contexts were new at the time of conditioning. No effect of context change was found when rats had experience with the contexts before conditioning. Experiment 2 found that consumption was lower in the context of conditioning than in the alternative context, regardless of whether the stimulus was conditioned or not, suggesting that contexts exert their control through direct context-outcome associations in this situation.
Context–outcome associations mediate context-switch effects in a human predictive learning task
(Elsevier, 2011-02) Parra León, Samuel; Fernández Abad, María José; Rosas Santos, Juan Manuel
Four experiments explored the role of contexts in information retrieval after different levels of acquisition training in human predictive learning. Participants were trained where cue (X) was followed by an outcome in context A while a different cue (Y) was followed by the absence of the outcome in context B. When 4 training trials with each cue were conducted, testing the stimuli in the alternative contexts decreased predictive judgments to X and increased predictive judgments to Y. These effects disappeared both when training was increased up to 18 trials (Experiments 1a and 1b), and when the outcome was presented in both contexts A and B (Experiments 2 and 4). When the outcome was presented in both contexts, the nonreinforced cue Y, trained in the presumably excitatory context B, became a conditioned inhibitor (Experiment 3). Additional experience with one of the contexts, but not with both, made the context-switch effect reappear (Experiment 4). These results suggest that irrelevant contexts may enter into direct associations with the outcome before prolonged training leads participants to discard them as predictors.
Contextual control of discriminated operant behavior
(American Psychological Association, 2014) Bouton, Mark E.; Todd, Travis P.; León, Samuel P.
Previous research has suggested that changing the context after instrumental (operant) conditioning can weaken the strength of the operant response. That result contrasts with the results of studies of Pavlovian conditioning, in which a context switch often does not affect the response elicited by a conditioned stimulus. To begin to make the methods more similar, Experiments 1–3 tested the effects of a context switch in rats on a discriminated operant response (R; lever pressing or chain pulling) that had been reinforced only in the presence of a 30-s discriminative stimulus (S; tone or light). As in Pavlovian conditioning, responses and reinforcers became confined to presentations of the S during training. However, in Experiment 1, after training in Context A, a switch to Context B caused a decrement in responding during S. In Experiment 2, a switch to Context B likewise decreased responding in S when Context B was equally familiar, equally associated with reinforcement, or equally associated with the training of a discriminated operant (a different R reinforced in a different S). However, there was no decrement if Context B had been associated with the same response that was trained in Context A (Experiments 2 and 3). The effectiveness of S transferred across contexts, whereas the strength of the response did not. Experiment 4 found that a continuously reinforced response was also disrupted by context change when the same response manipulandum was used in both training and testing. Overall, the results suggest that the context can have a robust general role in the control of operant behavior. Mechanisms of contextual control are discussed. (APA PsycInfo Database Record (c) 2016 APA, all rights reserved)
DESIGN THINKING Y REDES SOCIALES EN LA FORMACIÓN DE FUTUROS DOCENTES: CREATIVIDAD Y COMUNICACIÓN DIGITAL*
(Universidad de Cádiz, 2023-02-11) Llorent-Vaquero, Mercedes; Ortega-Tudela, Juana M
Los rápidos cambios tecnológicos y culturales de la sociedad actual han afectado inevitablemente al ámbito educativo. Los futuros docentes deben estar preparados para afrontar los retos de esta sociedad cambiante. Una interesante herramienta para adaptarse al cambio y resolver conflictos es la creatividad. Además, en esta sociedad la comunicación, sobre todo en el ámbito digital resulta fundamental. Este trabajo recoge los resultados de un proyecto en el que mediante la metodología Design Thinking y las redes sociales se pretende fomentar la creatividad y la comunicación en los estudiantes de titulaciones relacionadas con el mundo educativo. Para analizar el impacto, se realizó un estudio cuantitativo recogiendo percepciones del alumnado a través de un cuestionario. Un total de 163 estudiantes de titulaciones de educación de la Universidad de Jaén (España) participaron en el estudio. Los resultados muestran un cambio en su autopercepción sobre creatividad y comunicación, junto con otras dimensiones analizadas. Por tanto, se concluye que es interesante introducir tanto esta metodología como las redes sociales en la formación del profesorado como preparación para los futuros
Dialogic Learning as a Successful Educational Performance for Sustainable Development in Higher Education
(Multidisciplinary Journal of Educational Research, 2024-06-14) Amber, Diana; Martínez-Valdivia, Estefanía; Pegalajar, María Carmen
Este estudio tiene el objetivo de conocer la valoración del estudiante de educación hacia el aprendizaje dialógico, implementado a partir de las Tertulias Pedagógicas Dialógicas (TPD), considerada una Actuación Educativa de Éxito para la formación hacia el Desarrollo Sostenible en Educación Superior. Se ha realizado una investigación positivista, cuantitativa, y no experimental, utilizando un cuestionario ad hoc como instrumento de recogida de datos. La muestra seleccionada ha sido el alumnado de los Grados de Educación Primaria y Educación Social de la Universidad de Jaén (n=417). Los resultados muestran que las TPD consiguen una formación integral del alumno y lleva a la inclusión de todos los estudiantes en el aula, fomentando así la igualdad. Se puede concluir que es una metodología activa idónea para desarrollar el aprendizaje dialógico en los estudiantes de los grados de educación, que además consigue una formación orientada hacia los Objetivos para el Desarrollo Sostenible.
Dialogic literacy circles as a methodological strategy for the training of students in Early Childhood Education Degree
(2021) Pegalajar Palomino, Maria del Carmen; Martínez Valdivia, Estefanía; Higueras, Lina
The research has the purpose of analyzing the experience of the students of the first course of the Early Childhood Education Degree on the methodology of the Dialogic Literary Circles. The aim is to examine the variables that influence the academic performance of the future teacher, as well as the conditions that have an impact on their teaching-learning process, including Dialogical Literary Circles. A qualitative methodology has been used, from a phenomenological perspective. The Dialogic Literary Circles were implemented in the subject of "General Didactics" in the Early Childhood Education Degree during the year 2019-2010. The study is aimed at 230 students, of which 90 of them have agreed to participate in the discussion groups (9 groups of 10 people each) to collect the data. A script has been developed to direct the students' discourse and find out their perception of this methodological strategy. A content analysis was carried out with the information obtained, helping us from the Nvivo 12 program. Were obtained very positive results on the implications of this methodological strategy for the training of the university student. The students consider that through the Dialogic Literary Circles they have acquired pedagogical knowledge, but also this strategy has led them to value the collaborative work, the respect for the opinions of their peers, has encouraged reading and expanded vocabulary, besides developing communication and oral expression skills. Therefore, conclude that it is an active methodology, very pertinent to put it into practice at university, since it encourages in the initial training of teachers to be professionals with the skills required in today's society.
Digital learning and public policy in schools: A transformative paradigm for a changing world
(2023) Llorent-Vaquero, Mercedes; De Pablos Pons, Juan; Velez, Irma
This study explores models of digital learning in public educational institutions, focusing on good practices aimed at bringing about instrumental and methodological change, and encouraging the adoption of new values and greater social justice. It identifies challenges and opportunities to propose a dynamic model of public policy on digital education. Eighteen public educational institutions associated with good digital practices in Andalusia (Spain) participated in the study. Using a descriptive method with a survey design, three questionnaires were administered at the institutions. The results confirm the importance of collective practice in encouraging the introduction of digital technologies in educational institutions. The conclusions show that a participatory culture and innovative teaching initiatives can facilitate the digital integration, on which the proposed policy model is based. The study proposes a policy model based on how participatory culture and innovative teaching initiatives can facilitate digital integration in schools. This dynamic, reflexive policy model proposed can be adapted to emerging social changes and used by policymakers, management staff and teachers in primary and secondary education.
Dimensiones profesionales, personales y sociales de la competencia emprendedora de la mujer en el ámbito agrario rural andaluz
(Asociación Española de Orientación y Psicopedagogía, 2024-07-29) Morales-Valero, Manuel; Amber, Diana; Annes, Alexis
Aunque la situación de la mujer en el ámbito rural andaluz en cuanto al empleo se ha visto ligeramente mejorada en los últimos años, todavía se evidencia una notable brecha de género en múltiples sentidos que afectan a su grado y tipo de emprendimiento. Así, el fomento de la competencia emprendedora desde distintos ámbitos (formal, no formal e informal) continúa siendo una necesidad importante para paliar su situación de desventaja. El objetivo de este estudio es el de identificar y describir, desde el punto de vista de las mujeres, las posibles dimensiones (profesionales, personales y sociales) que estarían dificultando o apoyando el aprendizaje efectivo de la competencia emprendedora. Se utiliza una metodología cualitativa con una muestra de 30 mujeres emprendedoras dentro del entorno rural andaluz mediante una entrevista semiestructurada. Como principales resultados se destaca cómo el género se percibe como un factor que determina negativamente el grado y tipo de emprendimiento de las mujeres. No obstante, se señala a sus características personales vs. otros factores exógenos como una de las dimensiones más importantes. En este sentido, se destaca la importancia de las motivaciones intrínsecas de las mujeres a la hora de emprender, así como la responsabilidad social y ética de sus actos. Por último, se apunta a la necesidad de continuar fortaleciendo el aprendizaje de la competencia emprendedora desde la educación formal y no formal, pero se sugiere la importancia de potenciar contextos de aprendizaje informal como, por ejemplo, la orientación y asesoramiento continuo de la actividad emprendedora.
Diseño e implementación de una experiencia para trabajar la interculturalidad en educación infantil a través de realidad aumentada y códigos QR
(Departamento de Pedagogía Aplicada de la Universitat Autònoma de Barcelona, 2019-01-16) Rodríguez-García, Antonio; Hinojo-Lucena, Francisco Javier; Agreda, Miriam
Los últimos años se han caracterizado por el incremento y llegada a las aulas escolares de alumnado procedente de países distintos, unidos al aumento de una sociedad ampliamente multicultural. Las necesidades que esta situación demanda han de trabajarse desde edades tempranas en el sistema educativo, para acercar a los alumnos al entendimiento mutuo de la sociedad multicultural. Siendo este el punto de partida para nuestro diseño e implementación de un proyecto donde se trabaja la educación intercultural a través de herramientas TIC emergentes como son la realidad aumentada y los códigos QR, la experiencia fue llevada a cabo en el período de prácticas de los futuros docentes del Grado de Educación Infantil, como trabajo de la asignatura de Recursos Didáctico-Tecnológicos Aplicados a la Educación Infantil durante el curso 2016-2017. Los resultados muestran la gran aceptación de estas tecnologías, tanto de los maestros en activo como de los futuros docentes, y su empleo para trabajar de manera innovadora los contenidos didácticos, resaltando una mejora de la motivación, interés e implicación de sus alumnos.
La docencia en Educación Secundaria ante el reto de las emociones: competencia socioemocional del profesorado para educar a una ciudadanía activa Teaching in Secondary School before the challenge of emotions: socio-emotional competence of the teacher to educate an active citizenship
(2018) Llorent-Vaquero, Mercedes; Mac Fadden, Isotta; Llorent-Bedmar, Vicente
En la sociedad actual parece ser imprescindible invertir en la educación para una ciudadanía activa que favorezca la cohesión social, a través del desarrollo global de la persona. En este sentido, los agentes educativos tienen la responsabilidad de promover un aprendizaje activo que ponga en primer plano la importancia de las habilidades socioemocionales. En esta dirección, la educación socioemocional -orientada a aprender a conocer, a hacer, a convivir, a ser- parece ofrecer las herramientas para el desarrollo pleno de la persona. El objetivo principal de este artículo es profundizar en la situación actual de las competencias socio-emocionales en contextos escolares. Para ello, se ha realizado un estudio-piloto en dos Institutos de Educación Secundaria de Sevilla, dónde la muestra final participante ha alcanzado los 44 profesores. Hay que hacer reflejar que estudio se realiza en el marco del proyecto de Investigación escolares de educación secundaria (Bachillerato) en Marruecos y España, financiado por el Ministerio de Asuntos Exteriores.

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