TITLE:
Perceptions of Teachers in the First Years of Primary Education Regarding Socio-Emotional Education and Problem Solving
AUTHORS:
Alexandra Amadio Belli, Ana Lúcia Manrique
KEYWORDS:
Mathematics Education, Socio-Emotional Education, Problem Solving, Socio-Emotional Competencies, Teacher Training, School Environment, Stress and Conflicts, Teacher Education
JOURNAL NAME:
Creative Education,
Vol.8 No.13,
October
30,
2017
ABSTRACT: In the school context, the development and education of children and adolescents involve inter-relations between emotion, cognition and socialization; in other words, emotional and social skills management cannot be disconnected from student learning. The aim of this study is to analyze teacher training in the early years of Primary Teaching through the reading, analysis and reflection of texts on Socio-emotional Competencies and Problem Solving. Audio recordings were used, along with their transcriptions, with a view to supplying the teachers’ words in their entirety, although for the article only extracts that were relevant to the understanding of the problem studied in this research were used. The conclusions indicate that Socio-emotional Education can contribute to the practice of teaching and teacher training. In addition to this, as reported by the teachers participating in the research, with the use of Problem Solving methodology in the teaching of mathematics in the classroom, space and opportunity have been gained for the development of Socio-emotional Competencies with students, improving the management of stress and conflicts in the school environment.