Práctica en inteligencia emocional: neuroeducación y neurodidáctica
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2022-12-02
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(ES) Esta investigación pretende demostrar la importancia que tiene la práctica de la inteligencia
emocional en el proceso de enseñanza-aprendizaje. El objetivo principal es analizar los
conocimientos que poseen los docentes sobre la inteligencia emocional, su puesta en práctica
y su relación con la inclusión, la neuroeducación y la neurodidáctica. Se ha optado por un
diseño explicativo, descriptivo y correlacional, y un método cuantitativo. Entre los hallazgos
más relevantes, se encontró que, mayoritariamente, los participantes consideran que la
inteligencia emocional y la neurodidáctica son elementos clave para la inclusión educativa.
No obstante, se aprecia un destacado desacuerdo en cuanto al conocimiento docente sobre
aspectos neuroeducativos que intervienen en el aprendizaje del alumnado. La investigación
ha permitido entender cómo actúan los docentes en la educación de los estudiantes, y
además, profundizar en la importancia de la inteligencia emocional para tenerla en cuenta a
la hora de mejorar la futura educación.
(EN) This research intends to demonstrate the importance of the practice of emotional intelligence in the teaching-learning process of students. The main objective is to analyse the knowledge that teachers have about emotional intelligence, her implementation and her relationship with inclusion, neuroeducation and neurodidactics. An explanatory, descriptive and correlative design has been chosen, and a quantitative method. Among the most relevant findings, it was found that, by majority, participants consider emotional intelligence and neurodidactics to be key elements for educational inclusion. However, there is a significant disagreement regarding teaching knowledge on neuroeducational aspects involved in student learning. The research has allowed us to understand how teachers act in the education of students, and furthermore, to study in more details the importance of emotional intelligence to take it into account when it comes to improving the future education.
(EN) This research intends to demonstrate the importance of the practice of emotional intelligence in the teaching-learning process of students. The main objective is to analyse the knowledge that teachers have about emotional intelligence, her implementation and her relationship with inclusion, neuroeducation and neurodidactics. An explanatory, descriptive and correlative design has been chosen, and a quantitative method. Among the most relevant findings, it was found that, by majority, participants consider emotional intelligence and neurodidactics to be key elements for educational inclusion. However, there is a significant disagreement regarding teaching knowledge on neuroeducational aspects involved in student learning. The research has allowed us to understand how teachers act in the education of students, and furthermore, to study in more details the importance of emotional intelligence to take it into account when it comes to improving the future education.
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