Description

This research article analyzes the socio-affective dimension and the pedagogical practice of teachers in the initial training of the last year of the Bachelor of Social Sciences at the University of Nariño. The research, of a qualitative and ethnographic nature, enabled interrelationships with students, teachers, family, and social contexts. For the collection of information, interview, direct observation, and documentary reviews were used. Through the inductive categorical system, the information was structured and the process of analysis, interpretation, and theorization was organized. The results allow us to affirm that socio-affective training is fundamental in the structuring of personality and vocation, and must be articulated with pedagogical and disciplinary training, for optimal and efficient teaching performance, which requires review, evaluation, and improvement of the curricular plan.