Teorías subjetivas en docentes sobre el aprendizaje y desarrollo socioemocional: Un estudio de caso

摘要: In order to describe and interpret subjective theories (TS) regarding learning development social emotional of student, in a group primary secondary public school teachers Atacama (Chile), an interpretative descriptive study based on qualitative methodology case design was carried out. The sample (N = 19), type intentional, recruited from two schools one establishment education. Criteria representativeness cases used.  8 episodic interviews 2 discussion groups were done. Data analyzed using the grounded theory technique content analysis specific TS. Results showed: (a) meaning development, related teaching values, habits, interpersonal skills sense life student; (b) social, family, schooling individual factors that associate with this process acting as (c) facilitators handicaps; (d) evolutionary social-emotional described four phases pedagogical practices necessary adapt against these periods; (e) proposals for socio-emotional education; (f) characterization teacher training education which considers experiences both formal informal learning. characteristics Ts are analyzed, well their relationship training.