Trabajo Fin de Grado Inteligencia Emocional Percibida de docentes en prácticas de la Universidad de Jaén
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2016-06-07
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Jaén: Universidad de Jaén
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En el presente trabajo de investigación, se aborda el concepto de Inteligencia Emocional. Para que las competencias emocionales se vean reflejadas en el aula, es imprescindible la formación inicial del docente, garantizando así calidad en el sistema educativo. Los objetivos del estudio son: obtener información acerca de las emociones de docentes en prácticas que cursan tercer y cuarto curso (Grados en Educación y Infantil y Primaria) de la Universidad de Jaén (España) y, considerar la existencia de diferencias significativas en función de las variables sociodemográficas (género y titulación). Se tomaron de referencia dos tipos de instrumentos: un cuestionario sociodemográfico y la versión española del Trait Meta-Mood Scale, TMMS-24 (Fernández-Berrocal, Extremera y Ramos, 2004). No se han obtenido diferencias significativas en ninguna de las variables sociodemográficas consideradas (p˂.05). Pero, hay que destacar que ambos géneros poseen resultados adecuados en percepción, comprensión y regulación, según las normas de corrección del instrumento.
This research work discusses the concept of Emotional Intelligence. Initial teacher training is essential to reflect the emotional competencies in the classroom, by ensuring quality in the educational system. The main objectives of this study are the following: to get information about teachers emotions during school practices of third and fourth grade (Degrees in Early Childhood Education and Elementary Education) of the University of Jaén (Spain) and, examine the significant differences according to the sociodemographic variables (gender and degree). In this case, reference is made two types of resources: a sociodemographic questionnaire and the Spanish version of Trait Meta-Mood Scale, TMMS-24 (Fernández-Berrocal, Extremera y Ramos, 2004). No significant differences were obtained in any of considered sociodemographic variables (p˂.05). Nevertheless, it is underlined that both genders have appropriate results in perception, understanding and regulation, in accordance with the correction rules of the resource.
This research work discusses the concept of Emotional Intelligence. Initial teacher training is essential to reflect the emotional competencies in the classroom, by ensuring quality in the educational system. The main objectives of this study are the following: to get information about teachers emotions during school practices of third and fourth grade (Degrees in Early Childhood Education and Elementary Education) of the University of Jaén (Spain) and, examine the significant differences according to the sociodemographic variables (gender and degree). In this case, reference is made two types of resources: a sociodemographic questionnaire and the Spanish version of Trait Meta-Mood Scale, TMMS-24 (Fernández-Berrocal, Extremera y Ramos, 2004). No significant differences were obtained in any of considered sociodemographic variables (p˂.05). Nevertheless, it is underlined that both genders have appropriate results in perception, understanding and regulation, in accordance with the correction rules of the resource.
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Tecnologías de la Información y la Comunicación