TEACHING PRACTICE IN THE DEVELOPMENT OF EMOTIONAL COMPETENCES IN PRIMARY EDUCATION STUDENTS

This article arises from our interest in researching the emotional education field from a pedagogic point of view. Our main purpose is to examine how primary education classrooms deal with emotional education and which how teacher training is developed so as to help directly and indirectly emotional competences development. It is developed through a descriptive methodology based on a survey throughout and an ad hoc Likert questionnarie. This questionnaire has been completed by 38 teachers from four schools in the province of Valencia. The results show that most of them are highly concerned about dealing with the emotional competences of their students. They usually do practices in their classrooms such as teaching strategies to increase positive moods and so, the reward when they observe students being able to regulate their emotions. Nevertheless, there is low compromise among the teachers in order to pay more attention to emotional areas in comparison to other educational subjects, even being aware that moods and emotions of students do influence their academic results.