Formación del profesorado de magisterio. Competencias sociopersonales según género y etapa educativa
[EN] The aim of this study is to assess the level of self-realization and personal growth of teachers in training in two Spanish Universities, one located in the north -University of La Rioja- and other in the south -University Catholic Murcia-. The sample consists of 366 teachers in training, 183 f...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2019 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/123079 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/123079 |
| Access Level: | acceso abierto |
| Palabra clave: | Autorrealización Crecimiento personal Habilidades socioemocionales Formación del profesorado Mindfulness Género y Etapa educativa Self-realization Personal development Socio-emotional skills Teacher training Gender and Educational stage |
| Sumario: | [EN] The aim of this study is to assess the level of self-realization and personal growth of teachers in training in two Spanish Universities, one located in the north -University of La Rioja- and other in the south -University Catholic Murcia-. The sample consists of 366 teachers in training, 183 future teachers in the primary stage belonging to the University of La Rioja, and 183 belonging to the pre-school stage at the Catholic University of Murcia. The “Questionnaire Self-concept and realization” -AURE- (Domínguez, 2001; Aciego, Domínguez and Hernández, 2005) is used, and the results show that future primary school teachers -which teach students between 7 and 12 years oldshow favorable levels in self-realization and personal growth. However, these measures are significantly lower compared to future teachers of pre-schools education -that teach students between 3 and 6 years old-. There are also differences by gender, significantly higher in the women future teachers of pre-school. These data indicate a more urgent need to strengthen programs based in emotional skills among men and among those who teach the older students. |
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