Socioemotional Education in Colombian Preservice Teacher Education Programs

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Abstract

This study investigates the integration of socioemotional education in Colombian preservice teacher education programs. The study analyzed the mandatory courses of two samples of teacher education programs: one consisted of the programs of schools of education affiliated to the Colombian Association of Faculties of Education -ASCOFADE for its acronym in Spanish- (N=402); the other consisted of programs with high-quality accreditation -HQA- (N=185). Findings reveal that 22% of ASCOFADE programs and 19% of HQA programs include at least one course with explicit socioemotional content in their title. These programs are predominantly in early childhood education and are located in the central region of the country. The results call for an improvement of socioemotional education in preservice teacher training in Colombia.

Authors

• Ana M. Velasquez, Universidad de los Andes

• Jhonatan Santos, Universidad de los Andes

• Maria Fernanda Garces, Universidad de los Andes

• Luyder Rodriguez, Universidad de los Andes

• Yadira Yela, Universidad Santiago de Cali