Las investigaciones señalan que es imprescindible formar al profesorado novel en competencia emocional (CE) para dar respuesta a las exigencias y retos que plantea la escuela. Las prácticas curriculares del programa de formación inicial de magisterio demuestran ser un contexto idóneo para el desarrollo de esta competencia. Estas prácticas constituyen un momento de aprendizaje e ilusión para el alumnado, pero también supone enfrentar situaciones de mucho estrés y, por tanto, suele ser fuente de emociones negativas. En este artículo se presentan los resultados del análisis del cuestionario de CE pre y post test administrado a 46 estudiantes de magisterio que realizaron las prácticas curriculares del último curso de la carrera. El alumnado recibió información específica sobre CE, presentación de material interactivo para la reflexión sobre sus emociones y realizó la escritura de los diarios de prácticas, llamados “emociodiarios”, con un acompañamiento especializado por parte de sus tutores. Los resultados muestran que el periodo de prácticas constituye un momento idóneo para el desarrollo de la CE. Asimismo, el alumnado participante aumenta el uso de estrategias adaptativas de regulación emocional y reduce el de las menos adaptativas. Por último, el acompañamiento del profesorado tutor resulta fundamental durante todo el proceso.

Universities play a pivotal role in knowledge production and in transforming teaching methodologies across various subjects. This research is a case study detailing the pedagogical implementation of a game-based methodological approach in a dual-degree program for primary and early childhood education teachers. The focus is on integrating information and communication technologies (ICT) tools for mathematics, specifically Scratch and GeoGebra, underpinned by principles of neuroscience. Based on a sample of 28 students, this study adopted game-based learning (GBL) in mathematics exercises, aimed at equipping student-teachers with strategies for educating future students (ages 7 to 11) in the 3rd to the 6th grade. Key areas of focus included plane and spatial geometry, requiring student-teachers to design game-like activities, emulating the problem-solving approaches of children. The culmination of this study involved presentations by the student-teachers, demonstrating how neuroscience principles can enhance the creation of educational games for primary school students. The findings highlight a significant divergence between the reality of teaching mathematics and the preconceived notions held by the student-teachers. This study opens avenues for integrating neuroscience into education, particularly through GBL, but also highlights the need for comprehensive understanding and application of neuroscientific principles to maximize learning outcomes.

In order to respond to the new approaches in higher education, this paper presents the didactic experience of the implementation of a methodological approach based on cooperative learning and the literature review on neuroeducation in 53 students enrolled in the 3rd year of the degree in Early Childhood Education in the subject of Development of Logical-Mathematical Thinking and its Didactics II. The application of cooperative learning in combination with the literature review on neuroeducation aimed to teach future teachers how they should act with their future pupils (aged 3 to 6 years) with special educational support needs (SEN) at school. The design of the proposal to be used was also adjusted to the didactic resources available. The represented contents worked on were magnitudes, time, length, weight, and geometry. The data collected were the activities of the teacher training students (didactic proposals) adapted to the early childhood development stage. They were to be created, so that the main objective was that the undergraduate students would be able to solve the exercises as children would. The students were even challenged to make an exhibition in which they had to act as teachers and their classmates would be the children with SEN. The proposals were evaluated according to a rubric, with an emphasis on the students’ teachers’ awareness of students with SEN. To conclude, the degree of satisfaction of the student teachers with this methodology was high. This shows that learning neuroeducation and cooperative work makes future teachers know how to teach mathematics also to students with SEN.

El presente y el futuro de la educación están pendientes de un cambio urgente. Quienes prioritariamente hacen posible ese cambio son los profesores, su modo de entenderse a sí mismos, dependiendo del desarrollo de su propia identidad educadora. El presente artículo tiene como finalidad presentar claves y procesos que posibiliten desarrollar la identidad docente desde la formación inicial, favoreciendo también que los estudiantes reflexionen sobre su experiencia educativa previa. Dicha identidad se desarrollará, a lo largo del proceso formativo y se profundizará durante su trayectoria profesional, mediante la reflexión teoría-práctica. Presentamos características de identidad de un profesor-educador, experto en humanidad, capaz de crecer él mismo y a la vez que acompaña a otros para que desplieguen todas sus posibilidades y aprendan a mirarse a sí mismos y a la realidad, para incidir y transformar. Creemos urgente priorizar un currículo que ponga en diálogo las teorías educativas con la propia vida.

El mundo ha sufrido un significativo cambio después de las crisis sanitarias provocada por el coronavirus, lo que ha generado nuevos retos para las sociedades. La educación es uno de los sectores que más ha experimentado estos nuevos retos y desafíos. De una realidad plenamente presencial, miles de profesores en todo el mundo tuvieron que adoptar medidas de atención a una diversidad de estudiantes, de realidades socio familiares complejas y afrontar innumerables adversidades para seguir adelante con su práctica educativa. Ahora que se vislumbrado el final de este largo proceso de enseñanza hibrida, de confinamiento y realidades virtuales ¿qué tenemos que aprender de este proceso? ¿Qué creemos que necesita afrontar la educación y qué criterios podemos utilizar y cómo formar a los futuros profesionales de la educación desde la formación inicial? El presente ensayo pretende dar a conocer el panorama de la educación en España, los retos a los que se enfrenta, así como presentar las claves para el proceso de cambio en la educación desde la Universidad, como espacio fundamental para la capacitación de los profesionales involucrados en el buen hacer en la escuela. Por ello, se pretende que este ensayo académico sea un importante instrumento de reflexión sobre los retos que, desde las políticas públicas, la universidad debe enfrentar para promover un cambio significativo en la formación de los profesionales del futuro. The world has undergone a significant change after the health crises caused by the coronavirus, which has generated new challenges for societies. Education is one of the sectors that has experienced these new challenges the most. From a fully face-to-face reality, thousands of teachers around the world had to adopt measures to care for a diversity of students, complex socio-family realities and face innumerable adversities to continue with their educational practice. Now that the end of this long process of hybrid teaching, confinement and virtual realities is in sight, what do we have to learn from this process? What do we think education needs to address and what criteria can we use and how to train future education professionals from initial training? This essay aims to present the panorama of education in Spain, the challenges it faces, as well as to present the keys to the process of change in education from the University, as a fundamental space for the training of the professionals involved. in good work at school. Therefore, it is intended that this academic essay be an important instrument for reflection on the challenges that, from public policies, the university must face to promote a significant change in the training of future professionals. O mundo passou por uma mudança significativa após as crises de saúde causadas pelo cononavírus gerando novos desafios para as sociedades. A educação é um dos setores que mais tem experimentado esses novos desafios. A partir de uma realidade totalmente presencial, milhares de professores em todo o mundo tiveram que adotar medidas para atender uma diversidade de alunos, realidades sociofamiliares complexas e enfrentar inúmeras adversidades para continuar com sua prática educativa. Agora que o fim desse longo processo de ensino híbrido, confinamento e realidades virtuais está à vista, o que temos a aprender com esse processo? O que achamos que a educação precisa abordar e quais critérios podemos usar e como formar futuros profissionais da educação desde a formação inicial? Este ensaio tem como objetivo apresentar o panorama da educação na Espanha, os desafios que enfrenta, bem como apresentar as chaves para o processo de mudança na educação da Universidade, como espaço fundamental para a formação dos profissionais envolvidos. escola. Assim, pretende-se que este ensaio acadêmico seja um importante instrumento de reflexão sobre os desafios que, a partir das políticas públicas, a universidade deve enfrentar para promover uma mudança significativa na formação dos futuros profissionai.