Contributing emotional competencies with educational practice as a digital pedagogical tool

Abstract

The purpose of this article was to study the emotional competences that contribute to educational practice as a digital pedagogical tool for teachers in the current situation of the COVID-19 pandemic, bearing in mind that a competence is the ability to correctly connect a set of knowledge, skills, abilities and attitudes necessary to carry out different activities with a certain level of quality and effectiveness. Bisquerra's classification of emotional competences was taken as a reference, where emotional awareness, emotional regulation, emotional autonomy, social competence, and competences for life and well-being can be appreciated, which allow the study to be extended. The methodology employed was of the documentary type, using content analysis of nine (9) documents, which served to interpret and expand knowledge about these competences and how teachers can apply them in the educational sphere as a pedagogical tool from a personal viewpoint. In conclusion, teachers in their practice must develop skills, abilities, aptitudes and attitudes to teach their classes, where their emotions are transmitted to their students, facilitating teaching in the classroom.