The Socio-Emotional Perspective of Students: Their Views on Teachers in Class Development
As the protagonist of the learning process, young people directly experience the way in which teachers carry out their work. Based on this recognition, this article aims to give adolescents a voice, by analyzing the human-emotional aspects of the teacher in the development of classes, based on the p...
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| Format: | Online |
| Language: | Spanish |
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Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2023
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| Online Access: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2892 |
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| author | Ordoñez-Rodriguez, Viviana Yamileth |
| author_browse | Ordoñez-Rodriguez, Viviana Yamileth |
| author_facet | Ordoñez-Rodriguez, Viviana Yamileth |
| author_sort | Ordoñez-Rodriguez, Viviana Yamileth |
| collection | OJS- Educación y Ciudad |
| description | As the protagonist of the learning process, young people directly experience the way in which teachers carry out their work. Based on this recognition, this article aims to give adolescents a voice, by analyzing the human-emotional aspects of the teacher in the development of classes, based on the perceptions of the students. For this, students in the sixth, seventh and eighth grades of an official educational institution in Colombia were asked about the characteristics that, based on their experiences, should have a good class. Also, they asked what qualities the best teachers had for them and discussed the importance of harmony in the school environment for learning. The study carried out was qualitative; descriptive-comprehensive type and the discussion group technique was used. Through discourse analysis, it was possible to conclude that for students a good class is one in which academics and socio-emotional skills are balanced in a balanced way. For them, the best teachers are those who seek different ways of teaching, which demonstrate their socio-emotional skills, their values and their passion for what they do. In the same way, they considered that it is easier to learn in environments of respect and trust, because in this way they feel motivated and acquire better elements for their integral formation. The students proved to be critical and proactive people, for which it is recommended to take into account their voice in the transformation processes of the school. |
| first_indexed | 2026-02-24T16:00:37Z |
| format | Online |
| id | oai:revistas.idep.edu.co:article-2892 |
| institution | IDEP |
| language | spa |
| last_indexed | 2026-02-24T16:00:37Z |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| publisherStr | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| record_format | ojs |
| spelling | oai:revistas.idep.edu.co:article-28922024-07-02T02:39:25Z The Socio-Emotional Perspective of Students: Their Views on Teachers in Class Development La mirada socioemocional del estudiante: su perspectiva sobre el docente en el desarrollo de las clases Ordoñez-Rodriguez, Viviana Yamileth competencias socioemocionales formación integral aprendizaje socio-emotional skills comprehensive training learning As the protagonist of the learning process, young people directly experience the way in which teachers carry out their work. Based on this recognition, this article aims to give adolescents a voice, by analyzing the human-emotional aspects of the teacher in the development of classes, based on the perceptions of the students. For this, students in the sixth, seventh and eighth grades of an official educational institution in Colombia were asked about the characteristics that, based on their experiences, should have a good class. Also, they asked what qualities the best teachers had for them and discussed the importance of harmony in the school environment for learning. The study carried out was qualitative; descriptive-comprehensive type and the discussion group technique was used. Through discourse analysis, it was possible to conclude that for students a good class is one in which academics and socio-emotional skills are balanced in a balanced way. For them, the best teachers are those who seek different ways of teaching, which demonstrate their socio-emotional skills, their values and their passion for what they do. In the same way, they considered that it is easier to learn in environments of respect and trust, because in this way they feel motivated and acquire better elements for their integral formation. The students proved to be critical and proactive people, for which it is recommended to take into account their voice in the transformation processes of the school. Los jóvenes como protagonistas del proceso de aprendizaje experimentan, de manera directa, la forma cómo los docentes realizan su labor. Con base en ese reconocimiento, este artículo pretende dar voz a los adolescentes, al analizar los aspectos humano-emocionales del docente en el desarrollo de las clases, a partir de las percepciones de los estudiantes. Para ello se indagó a educandos de los grados sextos, séptimo y octavo de una institución educativa oficial de Colombia, sobre las características que, basados en sus vivencias, debía tener una buena clase. También, se les preguntó a los estudiantes sobre las cualidades que, para ellos, tenían los mejores maestros, y se dialogó sobre la importancia de la armonía en el ambiente escolar para el aprendizaje. La metodología fue cualitativa; de tipo descriptivo-comprensivo y se empleó la técnica de grupo de discusión. Mediante el análisis del discurso, se pudo concluir que para los estudiantes una buena clase es aquella en la que se combina de manera equilibrada lo académico y las habilidades socioemocionales. Para ellos los mejores docentes son los que buscan diferentes formas de enseñar, que demuestran sus competencias socioemocionales, sus valores y la pasión por lo que hacen. De igual manera, consideraron que es más fácil aprender en ambientes de respeto y confianza, porque de esa forma se sienten motivados y adquieren mejores elementos para su formación integral. Los estudiantes demostraron ser personas críticas y propositivas, por lo cual, se recomienda tener en cuenta su voz en los procesos de transformación de la escuela. Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP 2023-07-17 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2892 10.36737/01230425.n45.2023.2892 Educación y Ciudad; No. 45 (2023): July-December; e2892 Educación y Ciudad; No. 45 (2023): Temática libre (julio-diciembre); e2892 Educación y Ciudad; Núm. 45 (2023): Temática libre (julio-diciembre); e2892 2357-6286 0123-0425 spa https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2892/2369 https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2892/2401 Derechos de autor 2023 Viviana Yamileth Ordoñez-Rodriguez https://creativecommons.org/licenses/by-nc-nd/4.0 |
| spellingShingle | competencias socioemocionales formación integral aprendizaje socio-emotional skills comprehensive training learning Ordoñez-Rodriguez, Viviana Yamileth The Socio-Emotional Perspective of Students: Their Views on Teachers in Class Development |
| title | The Socio-Emotional Perspective of Students: Their Views on Teachers in Class Development |
| title_alt | La mirada socioemocional del estudiante: su perspectiva sobre el docente en el desarrollo de las clases |
| title_full | The Socio-Emotional Perspective of Students: Their Views on Teachers in Class Development |
| title_fullStr | The Socio-Emotional Perspective of Students: Their Views on Teachers in Class Development |
| title_full_unstemmed | The Socio-Emotional Perspective of Students: Their Views on Teachers in Class Development |
| title_short | The Socio-Emotional Perspective of Students: Their Views on Teachers in Class Development |
| title_sort | socio emotional perspective of students their views on teachers in class development |
| topic | competencias socioemocionales formación integral aprendizaje socio-emotional skills comprehensive training learning |
| topic_facet | competencias socioemocionales formación integral aprendizaje socio-emotional skills comprehensive training learning |
| url | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/2892 |
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