Resumo

MARQUES, Alcione Moreira; TANAKA, Luiza Hiromi  e  FOZ, Adriana Queiróz Botelho. Evaluation of intervention programs for teacher's social and emotional learning: An integrative review. Rev. Port. de Educação [online]. 2019, vol.32, n.1, pp.50-60. ISSN 0871-9187.

The teaching profession generates great emotional demand, which can affect the well-being and generate health problems for teachers. Socioemotional skills involve a set of skills, knowledge and attitudes to better recognize and cope with one's own emotions and the emotional dimension of the students, which can decrease stress and increase the quality of teacher practice. Social-emotional learning can increase internal resources and the competence to better handle professional demands. In this integrative literature review, wesearched the main world databases (SCOPUS, PubMed, ERIC, SciELO, Web of Science, Campbell Collaboration) for studies on specific intervention programs to develop socio-emotional skills of the school teacher, their characteristics and impacts or effects on the teacher. We included 18 articles on studies that aimed at the social-emotional learning of the teacher her/himself, not associated with programs aimed at students. It was concluded that although there are few studies on the subject, all had positive impacts or effects in the increase of social-emotional skills, in health, well-being, or in teaching effectiveness.

Palavras-chave : Teacher; Social and emotional learning; Stress; Integrative review.

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