Socio-emotional ability like empathy in university teachers being an agent of change in academic training

• Autores: Ore Garvan, Claudia Clara, Valdivia Holguin, Claudia Isabel, Nina Manchego, Elizabeth Martha
• Formato: artículo
• Fecha de Publicación: 2024
• Institución: Instituto Internacional de Gobierno
• Repositorio: Igobernanza
• Lenguaje: español
• OAI Identifier: oai:ojs.pkp.sfu.ca:article/335
• Enlace del recurso: https://www.igobernanza.org/index.php/IGOB/article/view/335
• Nivel de acceso: acceso abierto
• Materia: Empatía cognitiva; empatía afectiva; adopción de perspectivas; comprensión emocional; estrés empático; alegría empática; Cognitive empathy; affective empathy; perspective taking; emotional understanding; empathic stress; empathic joy

The current health crisis has highlighted the lack of development of social skills in university professors, in relation to its impact on the academic and professional education of students. In this context, some authors defend the importance of both cognitive and emotional empathy in the educational environment. However, the teachers' actions have not been consistent with the adoption of this perspective or with emotional understanding. The purpose of this study is to examine the level of influence of the university professor's empathy on the academic training of master's students in education during the Covid-19 pandemic in 2020, through the analysis of the results of the cognitive empathy test. and emotional. It is concluded that the empathy of the university professor is an influential element in academic training and this work contributes to a limited understanding of the results of various instruments for the development of social skills.