Initial teacher training and socio-emotional learning, from the teachers' perspective

Abstract

This study analyzes socio-emotional learning (SEL) in students at the Escuela Normal Rural (Rural Normal School) in Tamaulipas, Mexico, from the perspective of their educators. It focuses on four domains: emotion, social, perspectives, and identity. The research is quantitative and descriptive, and a questionnaire was administered to 43 teacher trainers (educators). The results indicate moderate and balanced socio-emotional development in the students. Strengths are seen in emotional knowledge and expression, empathy, prosocial/cooperative behavior, optimism, gratitude, and self-esteem. However, areas of opportunity persist in emotional regulation, constructive conflict resolution, and the definition of a clear life purpose. In the Emotion domain, students recognize their own and others' emotions, though they need to strengthen self-regulation strategies. In the Social domain, cooperation and active listening stand out, but some weakness is observed in conflict negotiation. In Perspectives, they maintain positive and enthusiastic attitudes, though frankness is shown to a lesser extent. Finally, in Identity, they express self-knowledge and a growth mindset, but still need to define personal and professional goals. The study concludes that systematically integrating socio-emotional learning into initial teacher training is necessary for the well-being and professional performance of future teachers, in line with the principles of the New Mexican School (Nueva Escuela Mexicana). It is recommended to strengthen the training of educators and promote pedagogical practices that foster emotional regulation, the construction of purpose, and conflict mediation, with a view to forming teachers capable of addressing complex school environments.