El futuro profesor, la educación socioemocional y su práctica profesional en educación primaria

This paper presents a qualitative study with a phenomenological orientation. The general objective was to describe and interpret the lived experiences of two groups of students from the Primary Education Degree program (LEPri)—who were simultaneously following different curricula (the 2012 and 2018 study plans)—regarding the content of socio-emotional education within their teaching practices in primary schools in the municipality of Culiacán, Sinaloa, Mexico. Specifically, the study examined their perceptions, experiences in applying socio-emotional strategies, and the limitations they faced. It also sought to identify similarities and differences between the experiences of students in the two respective curricula. Questionnaires and open-ended interviews were administered to 16 student-teachers: eight from the second year of the 2018 curriculum and eight from the fourth year of the 2012 curriculum at the Escuela Normal de Sinaloa (ENS). The results indicate no substantial differences in the student-teachers' perceptions and understanding of socio-emotional education; they acknowledge its importance for their personal and professional development, while also recognizing difficulties and limitations regarding their learning and their own socio-emotional teaching practices.