No. 20 (2017): Special issue: Emotional education in teacher training in the network society

Guest Editors: Magdalena Sáenz de Jubera e Isabel Luis Rico
DOI: https://doi.org/10.18172/con.num20
Published: 2017-02-03

  • Emotional education in teacher training in the network society

    Magdalena Sáenz de Jubera Ocón, Isabel Luis Rico
    7-9
    DOI: https://doi.org/10.18172/con.3230

Monograph

  • Positive and negative affect in the future teacher: relationships with their academic achievement, mental health and satisfaction with life

    Ruth Pinedo González, María José Arroyo González, César Caballero San José
    11-26
    DOI: https://doi.org/10.18172/con.2996

  • Perception of teachers and students on the work of emotional education in the classroom

    David Hortigüela Alcalá, Vanesa Ausín Villaverde, Víctor Abella García, Vanesa Delgado Benito
    27-41
    DOI: https://doi.org/10.18172/con.2981

  • Trait emotional intelligence in initial teacher training

    David Molero, Antonio Pantoja-Vallejo, Miriam Galiano-Carrión
    43-56
    DOI: https://doi.org/10.18172/con.2993

  • The development of emotional intelligence optimizing cognitive abilities through the compulsory education

    José Miguel Mestre Navas, Nélida Pérez, Gabriel González de la Torre, Juan Manuel Núñez Lozano, Rocío Guil Bozal
    57-75
    DOI: https://doi.org/10.18172/con.3023

  • The sense and meaning attributed to emotions by teachers training at Pedagogical and Technological University of Colombia

    Rafael Enrique Buitrago Bonilla, Aida Karina Avila Moreno, Ruth Nayibe Cárdenas Soler
    77-93
    DOI: https://doi.org/10.18172/con.2998

  • Self and personal realization analysis: new challenges in initial teacher training

    Mª del Carmen Pegalajar Palomino
    95-111
    DOI: https://doi.org/10.18172/con.2986

  • Emotional education in Early Childhood Education teachers: a key aspect in teaching performance

    María del Camino Escolar Llamazares, Tamara de la Torre Cruz, Jonathan Huelmo García, Carmen Palmero Cámara
    113-125
    DOI: https://doi.org/10.18172/con.2994

  • Learning service and development of emotional competencies in initial teacher training

    Mayka García García, Laura Sánchez Calleja
    127-145
    DOI: https://doi.org/10.18172/con.2991

  • The emotional education of teachers and its teaching work: a experience of Service-Learning at the university and its evaluation

    Sarah Carrica-Ochoa
    147-164
    DOI: https://doi.org/10.18172/con.2995

  • Design, implementation and results of a social and emotional learning program for teacher training at undergraduate and postgraduate level

    Raquel Palomera, Elena Briones, Alicia Gómez-Linares
    165-182
    DOI: https://doi.org/10.18172/con.2988

  • Engagement and well-being university teacher. Towards the delimitation of evaluative indicators

    Antonio Bernal Guerrero, Macarena Donoso González
    183-199
    DOI: https://doi.org/10.18172/con.2997

  • Emotional skills and teachers training for inclusive education in network society

    Alicia Peñalva Velez, Jose Javier López-Goñi, Jesús Barrientos González
    201-215
    DOI: https://doi.org/10.18172/con.3011

Book Reviews