Teacher���s Role in the Promotion of Two Emotional Intelligence Competencies in Fifth-Grade Children

This paper presents the results of a qualitative study aimed at analyzing the teacher���s role in promoting awareness and management of emotions in fifth-graders, as competencies of emotional intelligence. This resulted in a very significant study since, from the psychopedagogic perspective, it aims at breaking with the traditional role of teachers exclusively focused on transmitting knowledge, leaving aside the much-needed emotional support. Children demonstrated a poor vocabulary, as well as difficulty to identify some emotions and differentiate between them. This means a limitation for children to be aware of their own emotions and to control them.�� As a conclusion, it is important to maximize the emotional capacities of students; it should be a primary task in the education centers, where teachers play a key role as a model and as a promoter of emotional intelligence.

Professional Autonomy. Key Competence for Teachers in Commercial Education

The way in which the teaching autonomy is materialized, considered as part of the path traveled by the teaching community on their way to become owners of the disciplinary knowledge and the required pedagogical competencies to practice their role has motivated this paper.�� For success, Commercial Education requires the urgent transformation of the teaching role and the development of key competences to promote interdisciplinary integration, academic and administrative leadership and the use of contemporary pedagogies.�� The level of awareness reached by the teaching group about the impact of the learning that is promoted within the educational context will allow the empowerment of the knowledge that comes from the relationship between theory and practice-key element for professional autonomy.

Experiences from the course ���Pedagogical Intervention in Preschool Education���: the vision from the faculty trainers, preschool teachers and students

As part of the educational formation of students from II level of the Associate dregree, from the Pedagogy major with an emphasis on preschool teaching from Universidad Nacional. There is a course named ���Pedagogical Intervention in Early Childhood Education��� which carries out the process of the intensive practicum. In this article you will find a review of the program���s objetives, experiences and challenges, taking the experiences from the academic team, who have guided this process over the past two years, and the point of views from students and preschool teachers.

Attention to Diversity from an Interdisciplinary Perspective: Results from the Final Graduation Project from a Group of Students Majoring in Preschool Education and Special Education

Nowadays, the topic of diversity is being studied, particularly in the field of the formation of future educators, where it is clearly evident in each one of the students. In order to understand this concept and meet the challenges it demands, this investigation, through the experience of action research, looks for a real picture of how this diversity is served in Guanacaste���s rural contexts. This is accomplished by identifying those ways to guide a better teachers��� work, and by taking into account the educational planning and the participation of the different sectors involved in the process of teaching and learning.

How to Achieve Professional Skills in Higher Education?

During the last decade, higher education has tried to focus education on the achievement of professional skills. It is interesting to see how the learning strategies implemented may facilitate or make more difficult the achievement of competencies. By dealing with the challenge of a competency-based education approach, higher education points out the need of knowing how to build such competencies, i.e. how to design a learning strategy. Not much importance has been given to this issue, probably because the competencies can be confused with abilities, skills and attitudes and, therefore, the model can be associated to in- or out-of-classroom activities without a strategy to articulate the knowledge acquired with the cultural, social and economic contexts of the community and labor spheres, i.e., as a whole (Tob��n, 2005). This paper analyzes the epistemological development of the competency-based approach in higher education, focusing on the implementation of professional competencies in the Sociology degree ���Licenciatura en Sociolog��a���, in two campuses of the Universidad Aut��noma de Baja California: Ensenada and Mexicali. This paper describes how competencies are built and explores different theoretical trends, their conceptualization and formation, based on in-depth interviews applied to students and teachers. It provides a mixed study to understand, based on the student���s point of view, the achievements of this study program in terms of professional competencies.