情绪智能培训计划对教育工作者的影响:系统审查
Myriam Liz Aponte1, Ana Dolores Vargas Sánchez1, Marco Arnao Vasquez2
1Universidad de La Sabana, Chia, Cundinamarca, Colombia.
F1000Research
|September 26, 2025
概括
有效的教师培训计划通过社会情绪学习 (SEL),正念和虚拟模拟来增强情绪智能 (EI). 需要进一步研究长期计划的可行性和全球包容性.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 教师培训 培训教师培训
背景情况:
- 情绪智能 (EI) 对教育工作者来说至关重要.
- 教师培训计划正在不断发展,以纳入EI发展.
- 需要进行系统审查,以评估当前的EI培训策略.
研究的目的:
- 在教师培训中系统地评估情绪智能的演变.
- 确定有效的方法和计划,以提高教育工作者的情感能力.
- 分析EI教师培训研究中的科学趋势,地理分布和关键主题.
主要方法:
- 从Scopus和科学网络中对67篇出版物 (2013-2024) 的系统文献综述.
- 图书统计分析以评估科学趋势,地理分布和战略主题.
- 坚持严格评估的 Prisma 原则.
主要成果:
- 有效的项目整合了社会情感学习 (SEL),正念,情感日记和虚拟模拟.
- 培养的关键能力包括情绪自我调节,同情心和压力管理.
- 培训虚拟化和反映技术是新兴趋势;美国和西班牙领导研究,拉丁美洲参与有限.
结论:
- 为提高教育质量,建议采用综合,技术促进和上下文意识的战略.
- 伴随策略和学习社区对于计划的连续性和有效性至关重要.
- 需要进一步研究长期计划的可行性和全球包容性.
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