<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2550-6587</journal-id>
<journal-title><![CDATA[Revista de Ciencias Humanísticas y Sociales (ReHuSo)]]></journal-title>
<abbrev-journal-title><![CDATA[ReHuSo]]></abbrev-journal-title>
<issn>2550-6587</issn>
<publisher>
<publisher-name><![CDATA[Universidad Técnica de Manabí ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2550-65872023000200017</article-id>
<article-id pub-id-type="doi">10.33936/rehuso.v8i2.5751</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Inteligencia emocional y competencias para la atención a la diversidad en docentes chilenos durante la pandemia.]]></article-title>
<article-title xml:lang="en"><![CDATA[Emotional Intelligence and Competencies for Attention to Student Diversity among Chilean Teachers During the Pandemic.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Armstrong-Gallegos]]></surname>
<given-names><![CDATA[Stephanie]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="AN"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sandoval-Obando]]></surname>
<given-names><![CDATA[Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="AN"/>
</contrib>
</contrib-group>
<aff id="AaN">
<institution><![CDATA[,Instituto de Informática Educativa, Universidad de La Frontera  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="AaN">
<institution><![CDATA[,Académico en Escuela de Psicología e Investigador asociado al Instituto Iberoamericano de Desarrollo Sostenible (IIDS), Facultad de Ciencias Sociales y Humanidades, Universidad Autónoma de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2023</year>
</pub-date>
<volume>8</volume>
<numero>2</numero>
<fpage>17</fpage>
<lpage>40</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&amp;pid=S2550-65872023000200017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_abstract&amp;pid=S2550-65872023000200017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.senescyt.gob.ec/scielo.php?script=sci_pdf&amp;pid=S2550-65872023000200017&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Desplegar una práctica pedagógica inclusiva presenta diversos desafíos, los que se han complejizado aún más durante la pandemia por virus SARS-CoV-2. Objetivo: caracterizar la experiencia docente durante la enseñanza virtual en contexto de pandemia; profundizando en las competencias de atención a la diversidad y el nivel de desarrollo de inteligencia emocional del profesorado. Método: cuantitativo con diseño exploratorio, transversal y no experimental. Participaron 78 profesores de establecimientos educacionales chilenos quienes respondieron cuestionario online compuesto de: caracterización sociodemográfica, experiencia virtual, competencias en atención a la diversidad e inteligencia emocional. Resultados: Participantes mostraron una percepción positiva sobre el desarrollo de las clases durante la pandemia. Reconocen que sus expectativas hacia el aprendizaje de los estudiantes son relevantes como parte de su rol dentro de la atención a la diversidad. Además, los datos muestran una asociación entre edad y nivel total de inteligencia emocional, lo que redunda en un clima propicio para el aprendizaje dentro y fuera del aula escolar. Se discute la importancia que adquiere el rol docente en el despliegue de una práctica pedagógica que propicie la inclusión y la valoración de la diversidad, reafirmando la importancia de la inteligencia emocional en los procesos de enseñanza y aprendizaje.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Deploying an inclusive pedagogical practice presents various challenges, which have become even more complex during the SARS-CoV-2 virus pandemic. Objective: to characterize the teaching experience during virtual teaching in the context of a pandemic; deepening the competencies of attention to diversity and the level of development of emotional intelligence of the teaching staff. Method: quantitative with an exploratory, cross-sectional and non-experimental design. Participants were 78 teachers from Chilean educational establishments who answered an online questionnaire about sociodemographic characterization, virtual experience, competencies in attention to diversity and emotional intelligence. Results: Participants positively perceived the development of classes during the pandemic. They recognize that their expectations for student learning are relevant as part of their role in attention to diversity. In addition, the data show an association between age and total level of emotional intelligence, which results in a favourable climate for learning inside and outside the school classroom. The importance of the teaching role in deploying a pedagogical practice that promotes inclusion and the appreciation of diversity is discussed, reaffirming the importance of emotional intelligence in the teaching and learning processes.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Pedagogía]]></kwd>
<kwd lng="es"><![CDATA[pandemia]]></kwd>
<kwd lng="es"><![CDATA[inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[diversidad estudiantil.]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[pandemic]]></kwd>
<kwd lng="en"><![CDATA[emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[student diversity]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Del aprendizaje en escenarios presenciales al aprendizaje virtual en tiempos de pandemia]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Aguilar]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<source><![CDATA[Estudios pedagógicos (Valdivia)]]></source>
<year>2020</year>
<volume>46</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>213-23</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Emotional education a complement in the virtual teaching-learning process at a higher level during COVID-19]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alvarado]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[Journal Scientific]]></source>
<year>2021</year>
<volume>6</volume>
<numero>19</numero>
<issue>19</issue>
<page-range>329-48</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Arango]]></surname>
<given-names><![CDATA[Y]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La inclusión digital en los sistemas de educación superior en la modalidad virtual]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[E]]></surname>
<given-names><![CDATA[Orozco]]></given-names>
</name>
</person-group>
<source><![CDATA[Cultura digital y las nuevas políticas educativas (pp. 15-26)]]></source>
<year>2018</year>
<publisher-name><![CDATA[Gedisa]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Percepción de los profesores sobre integración de TIC en las prácticas de enseñanza en relación a los marcos normativos para la profesión docente en Chile]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Arancibia]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></source>
<year>2018</year>
<numero>98</numero>
<issue>98</issue>
<page-range>163-84</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Prácticas docentes en modalidad online : Percepción de estudiantes secundarios en el sur de Chile Práticas de ensino no modo online : percepção de alunos do ensino médio no sul do Chile Teaching practices in online mode : perception of secondary students]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Armstrong-Gallegos]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Praxis Pedagógica]]></source>
<year>2022</year>
<volume>22</volume>
<numero>32</numero>
<issue>32</issue>
<page-range>5-35</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Using the COVID-19 pandemic to reimagine global health teaching in high-income countries]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Atkins]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[BMJ Global Health]]></source>
<year>2021</year>
<volume>6</volume>
<numero>4</numero>
<issue>4</issue>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Psychological stress and vocal symptoms among university professors in Israel: Implications of the shift to online synchronous teaching during the COVID-19 pandemic]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Besser]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Journal of Voice]]></source>
<year>2022</year>
<volume>36</volume>
<numero>2</numero>
<issue>2</issue>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Do curriculum-based social and emotional learning programs in early childhood education and care strengthen teacher outcomes? A systematic literature review]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Blewitt]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[International Journal of Environmental Research and Public Health]]></source>
<year>2020</year>
<volume>17</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>1049</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Exploring inequalities in the social, spatial and material practices of teaching and learning in pandemic times]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Boys]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Postdigital Science and Education]]></source>
<year>2022</year>
<volume>4</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>13-32</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brackett]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Emotionally literacy for educators]]></source>
<year>2007</year>
<publisher-name><![CDATA[SEL media]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bucksworth]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Issues in the teaching practicum]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Geng]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<source><![CDATA[The challenge of teaching (pp. 9-17)]]></source>
<year>2017</year>
<publisher-name><![CDATA[Springer International Publishing]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Docentes emocio-nalmente inteligentes]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cabello]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista Electrónica Interuniversitaria de Formación del Profesorado]]></source>
<year>2010</year>
<volume>13</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>41-9</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[The acceptance of learning management systems and video conferencing technologies: Lessons learned from COVID-19]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Camilleri]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Technology, Knowledge and Learning]]></source>
<year>2021</year>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[El papel de las tecnologías educativas durante la pandemia]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Casales Navarrete]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Reencuentro. Análisis De Problemas Universitarios]]></source>
<year>2021</year>
<volume>31</volume>
<numero>78</numero>
<issue>78</issue>
<page-range>293-316</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Percepciones sobre el abordaje de las Necesidades Educativas Especiales en la práctica profesional virtual de educación física]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Castillo-Retamal]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<source><![CDATA[Retos]]></source>
<year>2021</year>
<volume>42</volume>
<page-range>774-84</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Entornos Virtuales de Aprendizaje y su rol innovador]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cedeño]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[ReHuSo: Revista de Ciencias Humanísticas y Sociales]]></source>
<year>2019</year>
<volume>4</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>119-27</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Importancia de la inteligencia emocional en la práctica docente: un estudio con maestros]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cejudo]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Psicología Educativa]]></source>
<year>2017</year>
<volume>23</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>29-36</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="">
<collab>CEPAL-UNESCO</collab>
<source><![CDATA[La educación en tiempos de la pandemia de COVID-19]]></source>
<year>2020</year>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Assessment of burnout among teachers during the COVID-19 pandemic.]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cheptea]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[Archives of the Balkan Medical Union]]></source>
<year>2021</year>
<volume>56</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>179-84</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="">
<collab>CIAE</collab>
<source><![CDATA[COVID-19 Nuevos contextos, nuevas demandas y experiencia docente en Chile.]]></source>
<year>2020</year>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Docentes emocionalmente inteligentes. Importancia de la Inteligencia Emocional para la aplicación de la Educación Emocional en la práctica pedagógica de aula]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Costa Rodriguez]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[Estudios Pedagógicos (Valdivia)]]></source>
<year>2021</year>
<volume>47</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>219-33</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[De Cara]]></surname>
<given-names><![CDATA[G. R. B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Education and Innovation: Challenges for Teacher Continuing Education in Light of Post-pandemic Demands]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Mesquita]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Perspectives and Trends in Education and Technology. Smart Innovation, Systems and Technologies (256th ed.)]]></source>
<year>2022</year>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Análisis del proceso metodológico en programas de educación superior en modalidad virtual]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Díaz]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista de educación a distancia]]></source>
<year>2021</year>
<volume>21</volume>
<numero>65</numero>
<issue>65</issue>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Competencia emocional en maestros de educación infantil y primaria: fuentes de variabilidad y sugerencias de mejora]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Domingo]]></surname>
<given-names><![CDATA[B. G]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista Electrónica Interuniversitaria de Formación Del Profesorado]]></source>
<year>2021</year>
<volume>24</volume>
<numero>2</numero>
<issue>2</issue>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="">
<collab>Educar Chile</collab>
<source><![CDATA[Informe de resultados Encuesta Vinculando Aprendizajes: indagación sobre estrategias de los docentes y apoyos requeridos para la educación a distancia en contexto de crisis sanitaria]]></source>
<year>2020</year>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="">
<collab>Elige educar</collab>
<source><![CDATA[Situación de docentes y educadores en contexto de pandemia.]]></source>
<year>2020</year>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Educación emocional en los profesores de Educación Infantil: aspecto clave en el desempeño docente]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Escolar Llamazares]]></surname>
<given-names><![CDATA[M. del C]]></given-names>
</name>
</person-group>
<source><![CDATA[Contextos Educativos. Revista De Educación]]></source>
<year>2017</year>
<volume>20</volume>
<page-range>113-25</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[El desempeño del docente como factor asociado a la calidad educativa en América Latina]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Escribano Hervis]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista Educación]]></source>
<year>2018</year>
<page-range>717-39</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Virtualidad y educación en tiempos de COVID-19. Un estudio empírico en Argentina]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Expósito]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[Educación y Humanismo]]></source>
<year>2020</year>
<volume>22</volume>
<numero>39</numero>
<issue>39</issue>
<page-range>1-22</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Validation of the Spanish version of the Wong Law Emotional Intelligence Scale (WLEIS-S)]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Extremera]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
</person-group>
<source><![CDATA[Psicothema]]></source>
<year>2019</year>
<volume>31</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>91-100</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[The moderator role of emotion regulation ability in the link between stress and well-being]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Extremera]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
</person-group>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2015</year>
<volume>6</volume>
<page-range>1632</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Educación en tiempos de pandemia: Antecedentes y recomendaciones para la discusión en Chile]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Eyzaguirre]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Estudios Públicos]]></source>
<year>2020</year>
<volume>159</volume>
<page-range>1-70</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Actitudes docentes hacia las TIC en centros de buenas prácticas educativas con orientación inclusiva.]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fernández]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Enseñanza &amp; Teaching]]></source>
<year>2012</year>
<volume>30</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>45-61</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Online student education in a pandemic: New challenges and risks]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Frolova]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[European Journal of Contemporary Education]]></source>
<year>2021</year>
<volume>10</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>43-52</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Del dicho al hecho: Creencias y prácticas inclusivas en establecimientos municipales de Santiago]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gelber Nuñez]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[Perspectiva Educacional]]></source>
<year>2019</year>
<volume>58</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>73-101</page-range></nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Goleman]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[Emotional intelligence. Why it can matter more than IQ]]></source>
<year>1995</year>
<publisher-name><![CDATA[Bantam]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Estudiantes universitarios descubren redes sociales y edublog como medio de aprendizaje]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[González Hernando]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[RIED, Revista Iberoamericana de Educación a Distancia]]></source>
<year>2020</year>
<volume>23</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>223-39</page-range></nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Newly qualified teachers&#8217; professional digital competence: implications for teacher education]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gudmundsdottir]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<source><![CDATA[European Journal of Teacher Education]]></source>
<year>2018</year>
<volume>41</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>214-31</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Deliberación en torno a la Educación Virtual]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gutiérrez Bonilla]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[Interconectando Saberes]]></source>
<year>2015</year>
<volume>1</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>77-89</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Las competencias emocionales del docente y su desempeño profesional]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hernández]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<source><![CDATA[Alternativas psicológicas]]></source>
<year>2017</year>
<volume>37</volume>
<page-range>79-92</page-range></nlm-citation>
</ref>
<ref id="B41">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Psicopatología de la regulación emocional: el papel de los déficits emocionales en los trastornos clínicos]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hervás]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<source><![CDATA[Behavioral Psychology]]></source>
<year>2011</year>
<volume>19</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>347-72</page-range></nlm-citation>
</ref>
<ref id="B42">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Dual stressors and female pre-school teachers&#8217; job satisfaction during the COVID-19: The mediation of work-family conflict]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hong]]></surname>
<given-names><![CDATA[X]]></given-names>
</name>
</person-group>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2021</year>
<volume>12</volume>
</nlm-citation>
</ref>
<ref id="B43">
<nlm-citation citation-type="">
<collab>JASP_Team</collab>
<source><![CDATA[JASP (0.16)]]></source>
<year>2021</year>
</nlm-citation>
</ref>
<ref id="B44">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Education in the context of digitalization and culture: Evolution of the teacher&#8217;s role, pre-pandemic overview]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kalimullina]]></surname>
<given-names><![CDATA[O]]></given-names>
</name>
</person-group>
<source><![CDATA[Journal of Ethnic and Cultural Studies]]></source>
<year>2021</year>
<volume>8</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>226-38</page-range></nlm-citation>
</ref>
<ref id="B45">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Relationships between in-service teacher achievement motivation and use of educational technology: case study with Latvian and Estonian teachers]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Karaseva]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Technology, Pedagogy and Education]]></source>
<year>2018</year>
<volume>27</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>33-47</page-range></nlm-citation>
</ref>
<ref id="B46">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Teachers&#8217; professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lauermann]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<source><![CDATA[Learning and Instruction]]></source>
<year>2016</year>
<volume>45</volume>
<page-range>9-19</page-range></nlm-citation>
</ref>
<ref id="B47">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Acceso a TIC, habitualidad en el uso y desempeño escolar en contextos diferenciados ¿Una alternativa para el aprendizaje en escuelas primarias?]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lusquiños]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista Internacional de Educación para la Justicia Social]]></source>
<year>2020</year>
<volume>9</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>1-15</page-range></nlm-citation>
</ref>
<ref id="B48">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Educación Socioemocional: Descripción y evaluación de un programa de capacitación de profesores]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Marchant]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista Iberoamericana de Evaluación Educativa]]></source>
<year>2020</year>
<volume>13</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>185-203</page-range></nlm-citation>
</ref>
<ref id="B49">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[A comprehensive meta-analysis of the relationship between emotional intelligence and health]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Personality and Individual Differences]]></source>
<year>2010</year>
<volume>49</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>554-64</page-range></nlm-citation>
</ref>
<ref id="B50">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mena]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
</person-group>
<source><![CDATA[Educación y diversidad : aportes desde la psicología educacional.]]></source>
<year>2012</year>
<publisher-name><![CDATA[Ediciones Universidad Católica de Chile]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B51">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Meresman]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[COVID-19 y las personas con discapacidad en América Latina. Mitigar el impacto y proteger derechos para asegurar la inclusión hoy y mañana]]></source>
<year>2020</year>
</nlm-citation>
</ref>
<ref id="B52">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Emotional intelligence and social support of teachers: Exploring how personal and social resources are associated with job satisfaction and intentions to quit job]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mérida-López]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista de Psicodidáctica (English Ed.)]]></source>
<year>2022</year>
<volume>27</volume>
<page-range>168-75</page-range></nlm-citation>
</ref>
<ref id="B53">
<nlm-citation citation-type="">
<collab>MINEDUC</collab>
<source><![CDATA[Impacto del COVID-19 en los resultados de aprendizaje y escolaridad en Chile. Análisis con base en herramienta de simulación proporcionada por el Banco Mundial.]]></source>
<year>2020</year>
</nlm-citation>
</ref>
<ref id="B54">
<nlm-citation citation-type="">
<collab>MINEDUC</collab>
<source><![CDATA[Balance inicio del año escolar]]></source>
<year>2021</year>
</nlm-citation>
</ref>
<ref id="B55">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Consecuencias del Cierre de Escuelas por el Covid-19 en las Desigualdades Educativas]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Moreno Rodríguez]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista Internacional de Educación Parala Justicia Social]]></source>
<year>2020</year>
<volume>9</volume>
<page-range>1-6</page-range></nlm-citation>
</ref>
<ref id="B56">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Teacher-child interactions in infant/toddler child care and socioemotional development]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mortensen]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Early Education and Development]]></source>
<year>2015</year>
<volume>26</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>209-29</page-range></nlm-citation>
</ref>
<ref id="B57">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Impact of the 2019-20 coronavirus pandemic on education]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mustafa]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
</person-group>
<source><![CDATA[International Journal of Health Preferences Research]]></source>
<year>2020</year>
<volume>4</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>25-30</page-range></nlm-citation>
</ref>
<ref id="B58">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Naranjo]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[Cambiar la educación para cambiar el mundo]]></source>
<year>2014</year>
<publisher-name><![CDATA[Cuarto Propio]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B59">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Teachers training for the use of digital technologies]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nascimento dos Santos]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[Universal Journal of Educational Research]]></source>
<year>2016</year>
<volume>4</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>1288-97</page-range></nlm-citation>
</ref>
<ref id="B60">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[An exploratory study on the emergency remote education experience of higher education students and teachers during the COVID-19 pandemic]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<source><![CDATA[British Journal of Educational Technology]]></source>
<year>2021</year>
<volume>52</volume>
<page-range>1357-76</page-range></nlm-citation>
</ref>
<ref id="B61">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[The psychological state of teachers during the COVID-19 crisis: The challenge of returning to face-to-face teaching]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ozamiz-Etxebarria]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
</person-group>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2021</year>
<volume>11</volume>
</nlm-citation>
</ref>
<ref id="B62">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Una propuesta para evaluar el conocimiento de los profesores sobre diversificación de la enseñanza]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Palma]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista Chilena de Educación Matemática]]></source>
<year>2018</year>
<volume>11</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>134-8</page-range></nlm-citation>
</ref>
<ref id="B63">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[¿Se perciben con Inteligencia Emocional los docentes? Posibles consecuencias sobre la calidad educativa]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Palomera Martín]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista de Educación]]></source>
<year>2006</year>
<volume>341</volume>
<page-range>687-703</page-range></nlm-citation>
</ref>
<ref id="B64">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[A qualitative study of early childhood educators&#8217; beliefs and practices regarding children&#8217;s socioemotional development]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Papadopoulou]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<source><![CDATA[Early Child Development and Care]]></source>
<year>2014</year>
<volume>184</volume>
<numero>12</numero>
<issue>12</issue>
<page-range>1843-60</page-range></nlm-citation>
</ref>
<ref id="B65">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[E-inclusion: online special education in Italy during the Covid-19 pandemic]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Parmigiani]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[Technology, Pedagogy and Education]]></source>
<year>2021</year>
<volume>30</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>111-24</page-range></nlm-citation>
</ref>
<ref id="B66">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Paz Delgado]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[Competencias docentes para la atención a la diversidad: Investigación-acción en la Universidad Pedagógica Nacional Francisco Morazán de Honduras]]></source>
<year>2014</year>
<publisher-name><![CDATA[Universidad de Alicante]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B67">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Actitudes y formación docente hacia la inclusión en Educación Secundaria Obligatoria]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pegalajar]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista Electrónica de Investigación Educativa]]></source>
<year>2017</year>
<volume>19</volume>
<numero>191</numero>
<issue>191</issue>
<page-range>84-97</page-range></nlm-citation>
</ref>
<ref id="B68">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Impact of the COVID-19 pandemic on online home learning: An explorative study of primary schools in Indonesia]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Putri]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[International Journal of Advanced Science and Technology]]></source>
<year>2020</year>
<volume>29</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>4809-18</page-range></nlm-citation>
</ref>
<ref id="B69">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Pandemia Covid-19 e inequidad territorial: El agravamiento de las desigualdades educativas en Chile]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Quiroz]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista Internacional de Educación para laJusticia Social]]></source>
<year>2020</year>
<volume>9</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>1-6</page-range></nlm-citation>
</ref>
<ref id="B70">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Políticas públicas de promoción de salud en el contexto de la COVID-19, en Chile, una aproximación desde el análisis situacional]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ramírez-Pereira]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Global Health Promotion]]></source>
<year>2021</year>
<volume>28</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>127-36</page-range></nlm-citation>
</ref>
<ref id="B71">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Percepción docente respecto al trabajo pedagógico durante la COVID-19]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ramos-Huenteo]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<source><![CDATA[CienciAmérica]]></source>
<year>2020</year>
<volume>9</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>334-53</page-range></nlm-citation>
</ref>
<ref id="B72">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Reimers]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<source><![CDATA[Supporting the continuation of teaching and learning during the COVID-19 Pandemic.]]></source>
<year>2020</year>
</nlm-citation>
</ref>
<ref id="B73">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[El apoyo social como un mediador de la inteligencia emocional percibida y la satisfacción vital en una muestra de profesorado]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rey]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista de Psicología Social]]></source>
<year>2011</year>
<volume>26</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>401-12</page-range></nlm-citation>
</ref>
<ref id="B74">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Calidad en la formación inicial docente: los déficits de las competencias pedagógicas y disciplinares en Chile]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rodríguez]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[Actualidades Investigativas en Educación]]></source>
<year>2014</year>
<volume>14</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-25</page-range></nlm-citation>
</ref>
<ref id="B75">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[La calidad de la formación inicial docente en Chile: la perspectiva de los profesores principiantes]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ruffinelli]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Calidad En La Educación]]></source>
<year>2013</year>
<volume>39</volume>
<page-range>117-54</page-range></nlm-citation>
</ref>
<ref id="B76">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Emotional intelligence]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Salovey]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[Imaginations, Cognition, and Personality]]></source>
<year>1990</year>
<volume>9</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>185-211</page-range></nlm-citation>
</ref>
<ref id="B77">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Formación inicial docente para la Educación Inclusiva. Análisis de tres programas chilenos de pedagogía en Educación Básica que incorporan la perspectiva de la educación inclusiva]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[San Martín]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[Calidad En La Educación]]></source>
<year>2017</year>
<volume>46</volume>
<page-range>20</page-range></nlm-citation>
</ref>
<ref id="B78">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[The relation between emotional intelligence and subjective well-being: A meta-analytic investigation]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sánchez-Álvarez]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
</person-group>
<source><![CDATA[The Journal of Positive Psychology]]></source>
<year>2016</year>
<volume>11</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>276-85</page-range></nlm-citation>
</ref>
<ref id="B79">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Cruzando las Fronteras de la Pedagogía Crítica en el Trabajo con Adolescentes Infractores de Ley]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sandoval-Obando]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista de Pedagogía]]></source>
<year>2016</year>
<volume>37</volume>
<numero>101</numero>
<issue>101</issue>
<page-range>175-91</page-range></nlm-citation>
</ref>
<ref id="B80">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[El aula escolar como ambiente activo-modificante en contextos vulnerados: una propuesta necesaria]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sandoval-Obando]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[Psicologia Escolar y Educacional]]></source>
<year>2019</year>
<volume>23</volume>
</nlm-citation>
</ref>
<ref id="B81">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sandoval-Obando]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Repensando el trabajo con familias en contexto de pandemia: Aportaciones desde la psicología de la emergencia para la promoción del bienestar Infantil]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Salazar]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Parentalidad, Cuidados y Bienestar Infantil. El Desafío de la Intervención en Contextos Adversos (pp. 359-378)]]></source>
<year>2021</year>
<publisher-name><![CDATA[RIL Editores / Universidad San Sebastián]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B82">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Psicología de la emergencia en contexto de pandemia: aportes y herramientas para la intervención psicológica.]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sandoval-Obando]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[Tesis Psicológica]]></source>
<year>2020</year>
<volume>15</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-34</page-range></nlm-citation>
</ref>
<ref id="B83">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Implicaciones socioeducativas de la creatividad a partir de la mediación pedagógica: Una revisión crítica]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sandoval-Obando]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[Estudios Pedagógicos]]></source>
<year>2020</year>
<volume>46</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>383-97</page-range></nlm-citation>
</ref>
<ref id="B84">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[El rol docente en la atención a la diversidad en Chile]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Silva-Cid]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<source><![CDATA[Praxis]]></source>
<year>2020</year>
<volume>16</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>235-45</page-range></nlm-citation>
</ref>
<ref id="B85">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Canadian teachers&#8217; attitudes toward change, efficacy, and burnout during the COVID-19 pandemic.]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sokal]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[International Journal of Educational Research Open]]></source>
<year>2020</year>
<volume>1</volume>
<numero>100016</numero>
<issue>100016</issue>
</nlm-citation>
</ref>
<ref id="B86">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Special issue: Covid-19 and the role of technology and pedagogy on school education during a pandemic]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Starkey]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[Technology, Pedagogy and Education]]></source>
<year>2021</year>
<volume>30</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-5</page-range></nlm-citation>
</ref>
<ref id="B87">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[¿Para qué sirve la escuela? Reflexiones sociológicas en tiempos de pandemia global]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tarabini]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<source><![CDATA[Revista de Sociología de La Educación -RASE]]></source>
<year>2020</year>
<volume>13</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>145-55</page-range></nlm-citation>
</ref>
<ref id="B88">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Formación inicial docente y necesidades educativas especiales]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tenorio]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Estudios Pedagógicos]]></source>
<year>2011</year>
<volume>37</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>249-65</page-range></nlm-citation>
</ref>
<ref id="B89">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Stress and burnout in teachers during times of pandemic]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vargas Rubilar]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
</person-group>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2021</year>
<volume>12</volume>
</nlm-citation>
</ref>
<ref id="B90">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Teacher stress interventions: A systematic review]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[von der Embse]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
</person-group>
<source><![CDATA[Psychology in the Schools, pits.22279]]></source>
<year>2019</year>
</nlm-citation>
</ref>
<ref id="B91">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Development of an emotional intelligence instrument and an investigation of its relationship with leader and follower performance and attitudes]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wong]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[The Leadership Quarterly]]></source>
<year>2002</year>
<volume>13</volume>
<page-range>1-32</page-range></nlm-citation>
</ref>
<ref id="B92">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Online teaching self-efficacy, social-emotional learning (SEL) competencies, and compassion fatigue among educators during the COVID-19 pandemic]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yang]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[School Psychology Review]]></source>
<year>2021</year>
<volume>50</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>505-18</page-range></nlm-citation>
</ref>
<ref id="B93">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[The relationships between teachers&#8217; emotional labor and their burnout and satisfaction: A meta-analytic review]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yin]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
</person-group>
<source><![CDATA[Educational Research Review, 28(May 2018)]]></source>
<year>2019</year>
<volume>100283</volume>
</nlm-citation>
</ref>
<ref id="B94">
<nlm-citation citation-type="journal">
<article-title xml:lang=""><![CDATA[Teacher online informal learning as a means to innovative teaching during home quarantine in the COVID-19 pandemic]]></article-title>
<person-group person-group-type="author">
<name>
<surname><![CDATA[Yu]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
</person-group>
<source><![CDATA[Frontiers in Psychology]]></source>
<year>2021</year>
<volume>12</volume>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
