THE IMPORTANCE OF SOCIO-EMOTIONAL SKILLS IN TEACHER TRAINING

 DOI: 10.5281/zenodo.18633952

 

Angéli Nunes Sodré

Doctoral candidate, PhD in Education; Lasalle University, angeli.202510726@unilasalle.edu.br

 

Ruth Henrique da Silva Ferreira

Doctor of Education; Lasalle University, rute.ferreira@unilasalle.edu.br

ABSTRACT

This article explores the relevance of socio-emotional competencies in teacher training, taking into account the contemporary challenges permeating the educational landscape and the increasing demands of teaching work. It is based on the premise that educators, in addition to mastering scientific and pedagogical content, must develop socio-emotional skills that promote conflict mediation, the creation of healthy learning environments, and the holistic development of students. The research is supported by a comprehensive literature review, including classic and contemporary authors, addressing socio-emotional competencies, teacher training, and the role of the school in the 21st century. Through direct and indirect citations, the theoretical analysis is enriched, offering a critical view of the importance of these competencies. The article concludes that the effective incorporation of socio-emotional competencies in initial and continuing teacher training is fundamental to promoting a more humane, critical, and effective pedagogical practice. This approach not only contributes to the professional development of educators, but also to the training of students better prepared to face the challenges of today's world, cultivating essential skills for coexistence and collaborative learning.

Keywords: Socio-emotional skills. Teacher training. Education. Teaching practice.