Competências sócio-emocionais nos professores das escolas primárias e secundárias: uma revisão sistemática
DOI:
https://doi.org/10.22235/pe.v15i1.2598Palavras-chave:
competência social-emocional, competência emocional, competência social, revisão sistemática, professoresResumo
As competências sócio-emocionais dos professores têm um impacto positivo na relação professor-aluno, bem como na gestão da sala de aula e no clima; por sua vez, influenciam os resultados acadêmicos e as competências sócio-emocionais dos estudantes. O presente estudo visava caracterizar elementos teóricos e metodológicos de investigação empírica sobre as competências sócio-emocionais dos professores do ensino primário e secundário. O método foi uma revisão sistemática da literatura da Web of Science, Scopus e bases de dados ERIC ao longo dos últimos 10 anos. A amostra consistiu em 15 estudos de investigação que preenchiam os critérios de inclusão. Os resultados mostraram que a investigação tem sido realizada principalmente na Europa, com amostras de até 200 participantes, com uma abordagem quantitativa, bem como a utilização de 21 instrumentos diferentes para medir as competências socioemocionais dos professores. Além disso, foram identificadas 3 teorias, 5 modelos teóricos e 4 conceptualizações diferentes para se referir às competências sócio-emocionais. Em conclusão, existem diferentes posições teóricas, conceptualizações e formas de medir as competências sócio-emocionais dos professores. São necessários progressos na condução da investigação empírica com base no consenso de um modelo teórico que representa os pontos comuns entre as diferentes teorias.
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