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Please use this identifier to cite or link to this item:
https://repositorio.utn.edu.ec/handle/123456789/18148Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Arciniegas Romero, María Gabriela | - |
| dc.contributor.author | Narváez Pinango, Miguel Ángel | - |
| dc.contributor.author | Pozo Revelo, Diego Alexander | - |
| dc.contributor.author | Álvarez Tinajero, Nevy Mariela | - |
| dc.date.accessioned | 2025-12-05T16:43:59Z | - |
| dc.date.available | 2025-12-05T16:43:59Z | - |
| dc.date.created | 2025-05-26 | - |
| dc.date.issued | 2025-12-05 | - |
| dc.identifier.issn | 2331186X | - |
| dc.identifier.uri | https://repositorio.utn.edu.ec/handle/123456789/18148 | - |
| dc.description.abstract | Este estudio presenta los resultados de una revisión sistemática de la literatura (2020–2024) sobre las competencias socioemocionales de los docentes de matemáticas. El objetivo fue analizar el impacto de las competencias socioemocionales de estos docentes en el entorno de aprendizaje y su influencia en la actitud y el rendimiento académico de los estudiantes de secundaria. Se destaca la importancia de las competencias socioemocionales del profesorado para crear un ambiente de aprendizaje positivo y efectivo. Los estudios indican que el desarrollo de estas competencias mejora la interacción entre docentes y estudiantes, fomenta un clima escolar propicio para el aprendizaje y facilita la resolución de conflictos, promoviendo una mayor cohesión en el aula. La revisión sistemática se realizó utilizando la metodología PRISMA 2020. Se seleccionaron y analizaron catorce estudios relevantes de Scopus. Se encontró que los programas de desarrollo profesional fortalecen las habilidades interpersonales de los docentes, contribuyendo a un entorno de aprendizaje dinámico y participativo, así como a la mejora de la cultura organizacional y del clima laboral. Como aporte al conocimiento, este estudio proporciona evidencia sistemática de la relación entre el fortalecimiento de las competencias socioemocionales docentes y la mejora integral del entorno de aprendizaje, ofreciendo una base teórica para diseñar programas educativos que integren estas competencias como eje central de la formación docente. | es_EC |
| dc.language.iso | spa | es_EC |
| dc.publisher | Cogent Education | es_EC |
| dc.rights | openAccess | es_EC |
| dc.rights | Atribución-NoComercial-CompartirIgual 3.0 Ecuador | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-sa/3.0/ec/ | * |
| dc.subject | COMPETENCIAS | es_EC |
| dc.subject | AMBIENTE EDUCACIONAL | es_EC |
| dc.subject | DOCENTE | es_EC |
| dc.subject | RENDIMIENTO ESCOLAR | es_EC |
| dc.subject | ESTUDIANTE DE SECUNDARIA | es_EC |
| dc.title | Competencias socioemocionales de los docentes de matemáticas en el entorno de aprendizaje de los estudiantes de secundaria: una revisión sistemática | es_EC |
| dc.type | Article | es_EC |
| dc.description.degree | N/A | es_EC |
| dc.coverage | Ibarra. Ecuador | es_EC |
| dc.contributor.orcid | https://orcid.org/0000-0002-9861-8524 | es_EC |
| dc.contributor.orcid | https://orcid.org/0000-0003-3234-4820 | es_EC |
| dc.contributor.orcid | https://orcid.org/0000-0002-1735-9429 | es_EC |
| dc.contributor.orcid | https://orcid.org/0000-0002-1220-2713 | es_EC |
| dc.title.en | Socio-emotional competencies of mathematics teachers in thelearning environment of high school students: a systematic review | es_EC |
| dc.subject.en | COMPETENCIES | es_EC |
| dc.subject.en | EDUCATIONAL ENVIRONMENT | es_EC |
| dc.subject.en | TEACHER | es_EC |
| dc.subject.en | ACADEMIC PERFORMANCE | es_EC |
| dc.subject.en | HIGH SCHOOL STUDENT | es_EC |
| dc.description.abstract-en | This study presents the results of a systematic literature review (2020–2024) on the socio-emotional competencies of mathematics teachers. The objective was to analyze the impact of mathematics teachers’ socio-emotional competencies on the learning environment and their influence on the attitude and academic performance of high school students. The importance of teachers’ socio-emotional competencies in creating a positive and effective learning environment is highlighted. Studies indicate that the development of these competencies improves interaction between teachers and students, fosters a school climate conducive to learning and facilitates conflict resolution, promoting greater cohesion in the classroom. The systematic review was conducted using the PRISMA 2020 methodology. Fourteen relevant studies from Scopus were selected and analyzed. It was found that professional development programs enhance teachers’ interpersonal skills, contributing to a dynamic and participatory learning environment, as well as improving organizational culture and work climate. As a contribution to knowledge, this study provides systematic evidence of the relationship between strengthening teachers’ socio-emotional competencies and the comprehensive improvement of the learning environment, offering a theoretical basis for designing educational programs that integrate these competencies as a central axis for teacher training. | es_EC |
| dc.identifier.doi | https://www.tandfonline.com/doi/abs/10.1080/2331186X.2025.2505267 | es_EC |
| Appears in Collections: | Artículos | |
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