Relaciones entre las competencias socioemocionales y las prácticas pedagógicas de docentes en servicio, en el contexto de las ciencias naturales en la educación media en Bogotá

Abstract

The socio-emotional competences of teachers [SECT] in their field of action, that of pedagogical practices [PP], are the central axis of this research, which has been responsible for establishing the relationships between these competences and practices, in the field of natural sciences [NS], in secondary education [SE] in public schools in Bogotá, capital of Colombia. Undoubtedly, research on this subject, which is incipient for Colombia and Latin America, constitutes a significant input that is expected to promote reflection at the local, district, national, institutional and even; from the sector and allow the approach and entrepreneurship of plans and programs consistent within training routes that prioritize the development of SECT. Likewise, there is knowledge of the PP developed by the teachers of NS, which are permeated by the socioemotional competences [SEC] and constitute valuable knowledge, the result of the experience and constant reflection of the teacher on his work. In relation to the frameworks of reference, with respect to the conceptual basis, the two major constructs, CSED, PP, were highlighted and the PP was included in SE. The theoretical framework on SEC is based on the integration of the competence model of Social and Emotional Learning [SEL] (1994), the pentagonal model of emotional competences of Bisquerra and Pérez (2007) and the model of the Step by Step Program of Socio-Emotional Education of the World Bank (2017). Regarding PP, the guiding theory is that of professional teaching knowledge [PTK] (2015) by Perafán Echeverri. Likewise, for the establishment of the relations between the SEC and the PP, the general theory of systems [GTS] (1968) of Ludwig Bertalanffy is used. In reference to the methodological framework, the present research is developed under a mixed approach with pragmatism as paradigm; the method adopted is the study of multiple cases, the design is the concurrent mixed and the triangulation constitutes the complementary strategy of data contrasting. The instruments used are the SocioEmotional Skills Instrument for Teachers (SEMS-IT) and the semi-structured interview. In the quantitative phase, 29 teachers from 12 District Educational Institutions [DEI] of NS of SE of Bogotá participate and in the qualitative phase, 12 teachers assigned and selected in these institutions. As part of the main results, it is determined that self-awareness is the most prominent category and SEC, associated with the teacher's concern and influencing the teacher-student relationship, promoting positive classroom climates that give rise to academic learning and for life. In relation to PP, self-awareness also stands out significantly in relation to the frequency of coding and the interrelation with other competences. Likewise, teachers describe their PP as a space of knowledge construction that through experimentation allows the development of critical and scientific thinking, working on real situations and problems. Proposals also arise to update the PP where interdisciplinarity is evidenced, the context of students is taken into account and the responsible use of Artificial Intelligence [AI] and other technological mediations is included. The main relations established between SECT and PP are: Orientation, integration, impact, transformational reflection, prevention, the promotion of well-being, the identification of training needs and transcendence; which are part of an open system called classroom, which is influenced by the external context and in turn, generates impacts on the environment. Within the main subsystems are teachers and students, which through the PP mediated by the SECT give rise to various dynamics that arise during the development of the processes of formation of the students. Finally, the reflection route for the approach of the SECT is designed, which has three sections: greeting and invitation to travel the route, reflection and information on the topic and addressing key aspects of the present research and a simple proposal for implementation. In this context it is emphasized that taking into account the scope of the research, the route is designed but not implemented.