Miguel Ángel Carbonero Martín
University of Valladolid, Spain
Teaching skills: social-emotional competence.
Participantes: Luis Jorge Martín Antón; Wendy Arteaga Cedeño; Juan Valdivieso Burón; Carolina Puertas Flores.
The main objective of this symposium is to present, from different perspectives, the importance and benefits of the implementation of social-emotional education and the development of social-emotional competencies in teachers at different educational levels. In the results presented in the different interventions that make up this symposium, it is highlighted that social-emotional competencies significantly favor the general well-being of teachers. Social-emotional competencies allow teachers to be able to meet the demands of their profession and to be aware of the emotional wear and tear they experience during their work. Teachers who show higher socioemotional skills manifest lower symptoms of stress, anxiety and depression. It is highlighted that teachers with high levels of socioemotional competencies show greater life and job satisfaction. Teacher well-being is the key to effective teaching and student success. Students with teachers with high levels of socioemotional competencies show significant levels of academic performance and manifest better intrapersonal and interpersonal relationships. It is also stated that socioemotional competencies in teachers should be developed through the implementation of intervention programs with clear and concrete objectives. It is emphasized that teachers should be the first recipient of socioemotional education because they should implement this training in the classroom. These findings encourage the continuation of the analysis of these variables in order to continue contrasting the results obtained and to be able to favor the general well-being of teachers during the performance of their work.
The publication of some 86 papers, including the elaboration of more than fifty articles, most of which have been published in reference journals in the field of psychology such as Psicothema, Revista de Psicodidáctica, Cadmo, or International Journal of Assessment and Evaluation, as well as in volumes published by publishers such as Ariel, Pirámide, or Nova Science. This activity has been recognized by CNEAI with 3 sexenios of research (last in 2019).
Participation in 13 research projects, in 4 of them as principal investigator, including one funded by the National R&D Plan.
The realization of 5 stays, 4 of research and 1 of teaching type. Among the first ones, it is worth mentioning those developed in relevant institutions within the framework of my research lines, such as the University of Minho, the Università degli Studi Roma Tre, the University of Évora or the Latin American Institute of High Social Studies (Chile).
I have been teaching regularly since 1987. I have also been invited to teach more than 50 postgraduate courses and other teaching activities in various institutions and organizations. I have been teaching in Doctorate uninterruptedly since the academic year 1994-95. This activity has been recognized with 6 five-year teaching periods.
The direction of 16 doctoral theses, 23 DEAs and 20 Master's theses and 8 Bachelor's theses. Of the 16 doctoral theses, three have obtained extraordinary prizes and one international mention.
The interest in constant improvement in the teaching activity, as can be seen from the publication of several teaching papers, the participation in innovation projects, the favorable evaluations received, the almost twenty ongoing presentations of a teaching nature and the almost 30 participations in training courses and congresses.
The involvement in university management, serving for 7 years as Secretary of my department, 8 years as Vice-Dean in my Faculty and 7 years as Department Director. Also, I have been coordinator of the PhD program of the Department from 2000 to 2016.
