DATA-DRIVEN TEACHER TRAINING: CONTRIBUTIONS OF SOCIO-EMOTIONAL SKILLS TO TEACHING PRACTICE

Abstract

Teacher training needs to consider not only pedagogical knowledge but also the human relationships present in daily school life. In this context, socio-emotional skills can contribute to communication, empathy, self-regulation, and the construction of more balanced relationships. This article aims to analyze the contributions of socio-emotional skills to teacher training and practice, considering data produced by research on the subject. A bibliographic research was carried out, with a qualitative and descriptive approach, using studies published between 2020 and 2026. The results show that skills such as self-control, empathy, respect, creativity, and listening skills are related to teaching work. Studies were also found that identify positive effects of training programs on social skills, educational competencies, and teacher self-efficacy. It is concluded that data-driven training can contribute to identifying the concrete needs of teachers and organizing more appropriate training actions, provided that the data are used to support reflection and not as a mechanism for professional control.