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2025-06-11
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info:eu-repo/semantics/openAccess
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El objetivo principal de este trabajo es diseñar una propuesta de asesoramiento en Educación Emocional y Resiliencia dirigida al profesorado de secundaria, con el fin de facilitar el ejercicio de sus funciones mediante el fortalecimiento de sus competencias emocionales y su resiliencia. Dentro de este, se realiza un análisis teórico de los modelos conceptuales y epistemológicos más relevantes de la inteligencia emocional, destacando su relación con las competencias docentes. Asimismo, se contextualiza el papel del/ la educador/a social como figura clave dentro del ámbito escolar, reconociéndola como agente de cambio en procesos de mejora educativa. El trabajo incluye una revisión de las normativas vigentes que respaldan la Educación Emocional como parte integral del currículo escolar. El marco teórico integra distintos modelos de inteligencia emocional, con especial atención a los planteamientos de Daniel Goleman y Rafael Bisquerra, por su carácter práctico y divulgativo en contextos educativos. También se analizan diversos programas nacionales e internacionales, destacando el programa GROP, fundado por Bisquerra, que sirve de base para la metodología de las actividades diseñadas en la propuesta. Finalmente, se presenta una intervención diseñada tras el análisis de la realidad elaborado con un profesorado concreto de un instituto de educación secundaria, estructurada para implementarse durante cinco semanas, a lo largo del tercer trimestre, con sesiones de una hora semanal.
The main objective of this work is to design a guidance proposal on Emotional Education and Resilience aimed at secondary school teachers, in order to support them in performing their professional duties by strengthening their emotional competences and resilience. As part of this, a theoretical analysis of the most relevant conceptual and epistemological models of emotional intelligence is carried out, highlighting their connection with teaching competences.The role of the social educator is also contextualized as a key figure within the school environment, recognized as an agent of change in educational improvement processes. This paper includes a review of current regulations that support emotional education as an integral part of the school curriculum. The theoretical framework integrates various models of emotional intelligence, with special attention to the approaches of Daniel Goleman and Rafael Bisquerra, due to their practical and educational applicability. Several national and international programs are also analyzed, notably the GROP program, founded by Bisquerra, which serves as the methodological basis for the proposed activities. Finally, the proposal was designed based on a needs assessment conducted with teachers from a specific secondary school, and it is structured to be implemented over five weeks during the third school term, with one session per week.
The main objective of this work is to design a guidance proposal on Emotional Education and Resilience aimed at secondary school teachers, in order to support them in performing their professional duties by strengthening their emotional competences and resilience. As part of this, a theoretical analysis of the most relevant conceptual and epistemological models of emotional intelligence is carried out, highlighting their connection with teaching competences.The role of the social educator is also contextualized as a key figure within the school environment, recognized as an agent of change in educational improvement processes. This paper includes a review of current regulations that support emotional education as an integral part of the school curriculum. The theoretical framework integrates various models of emotional intelligence, with special attention to the approaches of Daniel Goleman and Rafael Bisquerra, due to their practical and educational applicability. Several national and international programs are also analyzed, notably the GROP program, founded by Bisquerra, which serves as the methodological basis for the proposed activities. Finally, the proposal was designed based on a needs assessment conducted with teachers from a specific secondary school, and it is structured to be implemented over five weeks during the third school term, with one session per week.
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Palabras clave
educación emocional, resiliencia, profesorado de secundaria, educador/a social, competencias docentes, propuesta de asesoramiento, emotional education, resilience, secondary school teachers, social educator, teaching competences, guidance proposal
Citación
Gómez Ariza, Juana. Trabajo fin de Grado: Educación emocional y resiliencia: Una propuesta de asesoramiento para docentes de secundaria. Universidad Nacional de Educación a Distancia (UNED), 2025
Centro
Facultad de Educación
Departamento
Teoría de la Educación y Pedagogía Social