Las competencias socioemocionales en los procesos de oposición docente: una revisión bibliográfica
Keywords:
teacher examinations; equity; teaching competencies; inclusive education; teacher recruitmentAbstract
This literature review examines the role of socio-emotional competencies
within Spain’s teacher selection system. Drawing on recent national and
international research, it reveals a persistent gap between the proven importance
of these competencies for professional performance (empathy, self-regulation,
relationship skills, social awareness, and responsible decision-making) and their
explicit consideration in recruitment exams. While Spanish calls emphasize
technical-pedagogical components (e.g., curricular planning and oral defense),
evidence shows that teachers’ socio-emotional competence directly affects
classroom climate, teacher well-being, and student outcomes. In contrast,
benchmark systems (e.g., Finland, Canada, Australia) incorporate structured
interviews, classroom simulations, and specific rubrics that enable more
comprehensive assessment. The paper outlines improvement pathways: adopting
standardized tools (rubric-based interviews, micro-teaching, situational tasks),
training selection boards to appraise socio-emotional skills, and aligning regulations
to ensure coherence, transparency, and predictive validity in teacher recruitment.
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