Educación Emocional en la Formación del Profesorado en Iberoamérica. Una Revisión Sistemática

As the basis for developing emotional intelligence, emotional education is fundamental to promoting the integral development of students and their harmonious coexistence with others consistently and continuously. To this end, teacher training is essential. However, it is still necessary to deepen the knowledge of initiatives aimed at emotional teacher education, particularly in Ibero-America, which makes it necessary to systematize them. This study aimed to systematize descriptively the research on emotional education, emotional competencies, and emotional intelligence in teachers conducted in Ibero-American countries between 2015 and 2023 in order to know the methodologies, didactic strategies, and evaluation processes used, as well as their impact on other psychological variables. A systematic literature review was conducted following the guidelines of the PRISMA statement. The studies were searched in three relevant databases in the educational field: SCOPUS, Web of Science, and Redalyc. The results indicate that the development of emotional competencies in teachers favors personal well-being, job satisfaction, effectiveness, and quality of work performance, especially in implementing teaching-learning processes. The didactic strategies most commonly used in teacher training for emotional development include courses and programs, both intra- and extracurricular, as well as those linked to physical activity and mindfulness. Based on the findings, we emphasize the need to incorporate emotional education in the professional development of teachers to promote emotional awareness and management, which will contribute to better personal development and teaching performance, also benefiting the integral development of students.