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Emotional education: knowledge and teaching experiences of primary school teachers in Mexico

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No. 15 (2025): Julio-diciembre
https://doi.org/10.5354/2452-5014.2025.80025
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Abstract

This article presents the progress of a research project on the knowledge and experiences of elementary school teachers on social-emotional education. This research uses Van Manen´s (1998) phenomenological-hermeneutic method and exploratory inquiri. Information regarding the dimensions of emotional education was collected using forms (Bisquerra, 2018). Interviews and focus groups were also conducted, comprising a sample of 50 teachers and school principals serving students ranging in age from 6 to 15, all located in the state of Jalisco, Mexico. It is assumed that education professionals lack the knowledge and skills to manage their own emotions, which is why they have difficulty recognizing the problems related to emotional education in order to propose intervention and improvement actions within the framework of transversal work with the active and situated methodologies proposed in the New Mexican School. This research help us understand teachers’ strengths, areas of opportunity, as well as reflections, experiences and journeys related to the topic, providing a starting point for teacher transformation

Keywords:

socio-emotional education , emotional regulation , experience systematization , reflective practices , active learning methodologies , elementary education
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How to Cite
Huízar Aguilar , Y. M., & Huízar Aguilar , A. (2025). Emotional education: knowledge and teaching experiences of primary school teachers in Mexico. Revista Saberes Educativos, (15), 1–27. https://doi.org/10.5354/2452-5014.2025.80025
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Revista Saberes Educativos
Facultad de Filosofía y Humanidades
Universidad de Chile
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