Inteligencia emocional y la práctica pedagógica en docentes: un estudio bibliométrico de Scopus

Nelly Beatriz Carhuapoma Carlos; Cinthia Fiorela Hernandez Zavaleta; Daniel Ángel Ramos Fuentes

doi:10.56294/sctconf2022253

Original

Published: 2022-10-16

DOI: https://doi.org/10.56294/sctconf2022253

Emotional intelligence and pedagogical practice in teachers: a Scopus bibliometric study

Abstract

The purpose of this study was to conduct a bibliometric study in Scopus on emotional intelligence and pedagogical practice in teachers between 2008 and 2023. The research strategy was based on bibliometric analysis as a means of quantifying academic production. Sixty Scopus publications were chosen for the study based on their relevance and English keywords (emotional AND intelligence, pedagogical AND practice). The results showed that between 2018 and 2023 (n=47; 78,3 %) there was the largest increase in scientific production. In addition, one of the main sources was Advances in Intelligent Systems and Computing, while Dewaele, J.M. was the most referenced author (84 citations; 4 papers). Sixty-eight percent of the publications were research articles in the fields of social sciences (43 %), arts and humanities (14 %), and psychology (11 %). It is concluded that the thematic diversity, authorship, sources and available resources have been increasing with respect to emotional intelligence and pedagogical practice in teachers. Thus, this bibliometric analysis serves as a framework for future research by presenting documented support.

Keywords:

Emotional Intelligence,

Pedagogical Practice,

Teacher,

Bibliometric,

How to Cite

Carhuapoma Carlos NB, Hernandez Zavaleta CF, Ramos Fuentes D Ángel. Emotional intelligence and pedagogical practice in teachers: a Scopus bibliometric study. Salud, Ciencia y Tecnología - Serie de Conferencias [Internet]. 2022 Oct. 16 [cited 2024 Jul. 1];1:253. Available from: https://conferencias.saludcyt.ar/index.php/sctconf/article/view/253

Copyright Notice

The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.

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