<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-7468</journal-id>
<journal-title><![CDATA[Páginas de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Pág. Educ.]]></abbrev-journal-title>
<issn>1688-7468</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias Humanas - Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-74682022000100001</article-id>
<article-id pub-id-type="doi">10.22235/pe.v15i1.2598</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Competencias socioemocionales en docentes de primaria y secundaria: una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Social-emotional competence in Primary and Secondary School Teachers: A Systematic Review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lozano-Peña]]></surname>
<given-names><![CDATA[Gissela Macarena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sáez-Delgado]]></surname>
<given-names><![CDATA[Fabiola Mabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López-Angulo]]></surname>
<given-names><![CDATA[Yaranay]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Santo Tomás  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>15</volume>
<numero>1</numero>
<fpage>1</fpage>
<lpage>22</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-74682022000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-74682022000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-74682022000100001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Las competencias socioemocionales docentes impactan positivamente la relación docente-estudiante, así como en la gestión y clima de aula; a su vez, influyen en los resultados académicos y competencias socioemocionales de los estudiantes. Este estudio tuvo por objetivo caracterizar elementos teóricos y metodológicos de investigaciones empíricas sobre competencias socioemocionales de docentes de primaria y secundaria. El método fue una revisión sistemática de la literatura de las bases de datos Web of Science, Scopus y ERIC de los últimos 10 años. La muestra fue de 15 investigaciones que cumplieron los criterios de inclusión. Los resultados mostraron que las investigaciones principalmente se han desarrollado en Europa, con muestras de hasta 200 participantes, con enfoque cuantitativo, así como la utilización de 21 instrumentos distintos para medir competencias socioemocionales en los docentes. Además, se identificaron 3 teorías, 5 modelos teóricos y 4 conceptualizaciones diferentes para referirse a competencias socioemocionales. En conclusión, existen diferentes posturas teóricas, conceptualizaciones y formas de medición de las competencias socioemocionales de los docentes. Se requiere avanzar en la realización de investigaciones empíricas basadas en el consenso de un modelo teórico que represente los aspectos comunes de las teorías]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Teachers' social-emotional competence have a positive impact on the teacher-student relationship, as well as on classroom management and climate; in turn, they influence students' academic results and social-emotional competence. The present study aimed to characterize theoretical and methodological elements of empirical research on social-emotional competence of elementary and secondary school teachers. The method was a systematic review of the literature of the Web of Science, Scopus and ERIC databases of the last 10 years. The sample consisted of 15 studies that met the inclusion criteria. The results showed that the research has mainly been developed in Europe, with samples of up to 200 participants, with a quantitative approach, as well as the use of 21 different instruments to measure social-emotional competence in teachers. In addition, 3 theories, 5 theoretical models and 4 different conceptualizations were identified to refer to social-emotional competence. In conclusion, there are different theoretical positions, conceptualizations and ways of measuring teachers' social-emotional competence. It is necessary to advance in empirical research based on the consensus of a theoretical model that represents the common aspects of the different theories]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: As competências sócio-emocionais dos professores têm um impacto positivo na relação professor-aluno, bem como na gestão da sala de aula e no clima; por sua vez, influenciam os resultados acadêmicos e as competências sócio-emocionais dos estudantes. O presente estudo visava caracterizar elementos teóricos e metodológicos de investigação empírica sobre as competências sócio-emocionais dos professores do ensino primário e secundário. O método foi uma revisão sistemática da literatura da Web of Science, Scopus e bases de dados ERIC ao longo dos últimos 10 anos. A amostra consistiu em 15 estudos de investigação que preenchiam os critérios de inclusão. Os resultados mostraram que a investigação tem sido realizada principalmente na Europa, com amostras de até 200 participantes, com uma abordagem quantitativa, bem como a utilização de 21 instrumentos diferentes para medir as competências socioemocionais dos professores. Além disso, foram identificadas 3 teorias, 5 modelos teóricos e 4 conceptualizações diferentes para se referir às competências sócio-emocionais. Em conclusão, existem diferentes posições teóricas, conceptualizações e formas de medir as competências sócio-emocionais dos professores. São necessários progressos na condução da investigação empírica com base no consenso de um modelo teórico que representa os pontos comuns entre as diferentes teorias]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[competencia socioemocional]]></kwd>
<kwd lng="es"><![CDATA[competencia emocional]]></kwd>
<kwd lng="es"><![CDATA[competencia social]]></kwd>
<kwd lng="es"><![CDATA[revisión sistemática]]></kwd>
<kwd lng="es"><![CDATA[docentes]]></kwd>
<kwd lng="en"><![CDATA[social-emotional competence]]></kwd>
<kwd lng="en"><![CDATA[emotional skills]]></kwd>
<kwd lng="en"><![CDATA[social skills]]></kwd>
<kwd lng="en"><![CDATA[systematic review, teachers]]></kwd>
<kwd lng="pt"><![CDATA[competência social-emocional]]></kwd>
<kwd lng="pt"><![CDATA[competência emocional]]></kwd>
<kwd lng="pt"><![CDATA[competência social]]></kwd>
<kwd lng="pt"><![CDATA[revisão sistemática]]></kwd>
<kwd lng="pt"><![CDATA[professores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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