Análisis de propuestas de formación focente para el desarrollo de competencias socioemocionales en la primera infancia en Colombia

Abstract

This research, "Analysis of Teacher Training Proposals for the Development of Socioemotional Competencies in Early Childhood in Colombia," has a qualitative, documentary approach and focuses on the method of content analysis from an understanding of the studied phenomenon. The findings respond to the objective of analyzing the socioemotional component present in Early Childhood Education degree programs in Colombia and in international practices that address socioemotional training for future teachers, with the purpose of offering recommendations on the feasibility of their implementation in Colombia. The methodology was based on a qualitative approach that allowed addressing the question of the socioemotional component in early childhood teacher training. Documentary analysis was employed, systematizing and contrasting information from databases and curricula of Colombian universities. Content analysis was applied following the stages proposed by Piñuel (2002), based on the selection of the documentary corpus composed of Early Childhood Education degree programs registered in SNIES and academic documents on socioemotional competencies in teacher education. Institutional websites, Ibero-American databases, university repositories, and current national regulations were consulted. The categories of analysis were organized into two matrices—one for academic documents and another for national programs—in order to organize, classify, and contrast the information. A review was carried out of the curricula of 96 Early Childhood Education degree programs offered by higher education institutions in Colombia, with the purpose of analyzing the included socioemotional component. In addition, 16 international studies presenting proposals on teacher training in socioemotional competencies were read and analyzed. The results highlight the importance of incorporating socioemotional competency training into Early Childhood Education degree programs, thus contributing to a comprehensive education that enables future educators to respond, with tools and knowledge related to socioemotional competencies, to the challenges, needs, and practices within Colombian educational contexts. Furthermore, the review makes it possible to identify teacher training models with applicability in the Colombian context, such as CASEL (Collaborative for Academic, Social and Emotional Learning), VAS (Vínculos y Aprendizaje Socioemocional), and Bisquerra’s Pentagonal Model, recognizing that in Spanish-speaking and Latin American countries their implementation has been achieved with successful results.