La regulación emocional en docentes de educación en formación.

Emotional self-regulation is important for resolving conflicts assertively, controlling impulsivity and frustration, expressing emotions appropriately, and improving quality of life and subjective well-being. However, in higher education, the cognitive component is privileged and the socioemotional training of students is usually not considered. Moreover, emotional self-regulation has hardly been studied in Colombia. Therefore, this paper aims to identify the emotional regulation of pre-service teachers. The Adult Emotional Development Questionnaire (CDE-A) was administered to 311 students in early childhood education, early childhood pedagogy and special education in Bogotá, Colombia. Teachers-in-training were found to have low levels of emotion regulation, manifested by impatience, restlessness, stress, anger, and impulsivity. This behavior is worrisome because pre-service teachers will be dealing daily with first-cycle girls and boys in formal education, who learn primarily from teacher models. The findings confirm the need provide socioemotional training to future teachers so that they design and implement teaching strategies to develop their students' socioemotional intelligence. [ABSTRACT FROM AUTHOR]