Abstract:

The European University is currently experiencing a moment of strong changes that affect both students and professors: adaptation of new methodologies that have a profound impact on the teaching-learning processes. The traditional role of the professor, focused on the transmission of knowledge, is changing. This modification is due in part to what we previously mentioned about the new technologies, which allow the student to access any knowledge they need immediately. In this way, the role of transmitter of knowledge of the professor is outdated, which derives the need for it to focus more on providing an emotional relationship of support to students. Emotions are the most important aspect to facilitate learning in education: positive or pleasant emotions will allow the performance of actions favorable to learning, negative or non-pleasant emotions will not allow it. In the case of classroom interaction, professors 'emotions will be decisive for the course that students' learning follows. A change in the modality of professor-student interaction would be a priority aspect to fulfill the purpose of improving the quality of our teaching. The present study was designed for the development of emotional intelligence (EI) through a series of professor workshops as a strategy aimed at enhancing success during the performance of the teaching activity in the classroom. Before the experience, the professors that voluntarily wanted to take part in this educational strategy were selected. 14 professors of the University of Granada took part in this experience. From this moment, two temporary periods were established: at the beginning of the semester and after several workshops of emotional intelligence development, that served us to improve in this field. The workshops are intended for the knowledge and development of emotions and emotional intelligence. Before and after the workshops, Trait Meta Mood Scale 24 (TMMS-24) questionnaire was used to assess the perception about the ability to attend, understand or regulate their own emotional states. Before the intervention with EI workshops, we observed that women have a higher level of EI. After the workshops we were able to observe an improvement of all the items in both sexes in 85% of the participants, indicating that they better control their moods in the class, but also control their students' emotions better. EI is an innovative tool with a high application potential to enhance the success of professors during the development of their work in the classroom, because by its nature it contributes to the integral development of the student, allowing through an action-reflection process undertake a set of transformative and conscious initiatives aimed at enhancing their capacity for success and their personal and professional development. In this context, the aim of the current study was to know the emotional intelligence profile of university professors and to hold a series of workshops to improve emotional skills ad EI.

Keywords:

Emotional intelligence, teaching innovation, learning, Information and Communication Technologies (ICT).