Habilidades blandas: base para el desempeño docente: una revisión sistemática
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Horizontes Rev. Inv. Cs. Edu.
Abstract
Desde la década de los noventa, el concepto de habilidades blandas se ha incorporado en el ámbito educativo como un elemento fundamental para optimizar el desempeño tanto de estudiantes como de docentes. El presente artículo tiene como objetivo analizar el desarrollo de habilidades blandas orientadas a mejorar el desempeño docente. La investigación se realizó bajo un enfoque cualitativo mediante una revisión sistemática de la literatura en las bases de datos Dialnet, Scopus, Scielo y Latindex. Se emplearon las palabras clave "habilidades blandas" y "desempeño docente", obteniéndose un total de 129 estudios. Los criterios de inclusión consideraron investigaciones con rigor científico, publicadas en español, inglés y portugués entre 2018 y 2023, que aportaran contribuciones relevantes al tema. Siguiendo la declaración PRISMA, se seleccionaron 17 estudios para el análisis final. Los resultados indican que los docentes que desarrollan habilidades blandas e interpersonales -como liderazgo, comunicación asertiva, empatía, responsabilidad y trabajo en equipo- tienen mayores probabilidades de éxito en el desempeño pedagógico en el aula.
Since the 1990s, the concept of soft skills has been incorporated into the field of education as a fundamental element for optimizing the performance of both students and teachers. The purpose of this article is to analyze the development of soft skills aimed at improving teaching performance. The research was conducted using a qualitative approach through a systematic review of the literature in the Dialnet, Scopus, Scielo, and Latindex databases. The key words "soft skills" and "teaching performance" were used, yielding a total of 129 studies. The inclusion criteria considered scientifically rigorous research published in Spanish, English, and Portuguese between 2018 and 2023 that made relevant contributions to the topic. Following the PRISMA statement, 17 studies were selected for final analysis. The results indicate that teachers who develop soft and interpersonal skills-such as leadership, assertive communication, empathy, responsibility, and teamwork-are more likely to succeed in their pedagogical performance in the classroom.
Since the 1990s, the concept of soft skills has been incorporated into the field of education as a fundamental element for optimizing the performance of both students and teachers. The purpose of this article is to analyze the development of soft skills aimed at improving teaching performance. The research was conducted using a qualitative approach through a systematic review of the literature in the Dialnet, Scopus, Scielo, and Latindex databases. The key words "soft skills" and "teaching performance" were used, yielding a total of 129 studies. The inclusion criteria considered scientifically rigorous research published in Spanish, English, and Portuguese between 2018 and 2023 that made relevant contributions to the topic. Following the PRISMA statement, 17 studies were selected for final analysis. The results indicate that teachers who develop soft and interpersonal skills-such as leadership, assertive communication, empathy, responsibility, and teamwork-are more likely to succeed in their pedagogical performance in the classroom.
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Vol. 9, No. 38