Socioemotional education in primary teaching: A practical analysis of the experience
Abstract
This study focuses on the experiences of primary school teachers in implementing Socioemotional Education in their classrooms. The research seeks to understand the perceptions, experiences, and didactic strategies of teachers in teaching socioemotional skills, as well as the resources and supports they consider useful. In addition, it seeks to know their proposals to overcome the identified challenges. For this reason, using a qualitative methodological approach and a content analysis of the answers given in an open-ended questionnaire, it was found that teachers have a medium level of comfort in teaching socioemotional skills as they perceive the need to receive timely training on the subject. Despite the challenges, teachers have shown resilience and creativity, using a variety of strategies to overcome these obstacles. However, it is concluded that greater support is needed in terms of resources, training, and family participation to facilitate the effective implementation of Socioemotional Education in the classroom.
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