<?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>0123-1294</journal-id>
<journal-title><![CDATA[Educación y Educadores]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Educ.]]></abbrev-journal-title>
<issn>0123-1294</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Sabana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-12942023000302635</article-id>
<article-id pub-id-type="doi">10.5294/edu.2023.26.3.5</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estudio piloto: viabilidad de la formación en línea en bioneuroemoción para docentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Pilot Study: Feasibility of Online Training in Bioneuroemotion for Teachers]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estudo-piloto: viabilidade do treinamento on-line em bioneuroemoção para professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rivera-Medina]]></surname>
<given-names><![CDATA[Carmen L.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corbera]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Inda]]></surname>
<given-names><![CDATA[Anahí]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ohaco]]></surname>
<given-names><![CDATA[Elizabeth H.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corbera]]></surname>
<given-names><![CDATA[Enric]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pallarès]]></surname>
<given-names><![CDATA[Sara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Puerto Rico  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Puerto Rico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Enric Corbera Institute  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Enric Corbera Institute  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Enric Corbera Institute  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Enric Corbera Institute  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Enric Corbera Institute  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>26</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-12942023000302635&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-12942023000302635&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-12942023000302635&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen A nivel global, un 78% de los docentes reportan estrés relacionado con el trabajo, lo que resalta la necesidad de las técnicas para su prevención y manejo. La bioneuroemoción sostiene que, al tomar conciencia sobre cómo uno construye sus representaciones subjetivas e inconscientes, es posible modificar posteriormente las interpretaciones que uno hace sobre determinadas experiencias estresantes y, a su vez, rectificar la respuesta emocional y conductual. El presente estudio evaluó la viabilidad de una formación en línea en bioneuroemoción para docentes, orientada a promover habilidades metacognitivas como la autoconciencia, para aumentar el bienestar emocional del docente y disminuir su percepción del estrés. Se realizó un estudio piloto con una muestra de 331 docentes de 12 centros educativos ubicados en diversos países de habla hispana. Para evaluar la viabilidad, se revisaron las bajas, los docentes activos por tema y los que cumplieron con los criterios para aprobar la formación. Se evaluaron varios indicadores de estrés, antes y después de la formación. El estudio mostró la viabilidad y aceptabilidad de la formación en bioneuroemoción para docentes contando con la infraestructura necesaria para su implementación. La formación sugiere un impacto positivo tanto en la reducción de la percepción del estrés y síntomas psicológicos como en el incremento de la percepción de la calidad de vida.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Globally, 78 % of teachers report work-related stress, thus highlighting the need for techniques for stress prevention and management. Bioneuroemotion maintains that by becoming aware of how one constructs subjective and unconscious representations, it is possible to modify the interpretations one makes of certain stressful experiences and, in turn, rectify the emotional and behavioral response. The present study evaluated the feasibility and acceptability of online training for teachers from Bioneuroemotion, aimed at promoting metacognitive skills such as self-awareness to increase the emotional well-being of the teacher and reduce their perception of stress. A pilot study was conducted with 331 teachers from 12 educational centers in various Spanish-speaking countries. Withdrawals, active teachers by topic, and those who met the criteria to pass the training were reviewed to evaluate the feasibility. Several stress indicators were assessed pre- and post-training. The study showed the feasibility and acceptability of Bioneuroemotion training for teachers and the necessary infrastructure for its implementation. The training suggests a positive impact in reducing the perception of stress and psychological symptoms and increasing the perception of quality of life.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Em todo o mundo, 78 % dos professores relatam estresse relacionado ao trabalho, destacando a necessidade de técnicas de prevenção e gerenciamento do estresse. A bioneuroemoção argumenta que, ao tomar consciência de como a pessoa constrói suas representações subjetivas e inconscientes, é possível modificar posteriormente suas interpretações de determinadas experiências estressantes e, por sua vez, retificar a resposta emocional e comportamental. O presente estudo avaliou a viabilidade de um treinamento on-line em bioneuroemoção para professores, com o objetivo de promover habilidades metacognitivas, como a autoconsciência, a fim de aumentar o bem-estar emocional dos professores e diminuir sua percepção de estresse. Foi realizado estudo-piloto com amostra de 331 professores de 12 centros de ensino localizados em vários países de língua espanhola. Para avaliar a viabilidade, foram avaliados o afastamento, os professores ativos por disciplina e aqueles que atenderam aos critérios de aprovação do treinamento. Vários indicadores de estresse foram avaliados antes e depois do treinamento. O estudo mostrou a viabilidade e a aceitabilidade do treinamento de professores em bioneuroemoção com a infraestrutura necessária para sua implementação. O treinamento sugere um impacto positivo tanto na redução da percepção do estresse e dos sintomas psicológicos quanto no aumento da percepção da qualidade de vida.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Bienestar]]></kwd>
<kwd lng="es"><![CDATA[estrés laboral]]></kwd>
<kwd lng="es"><![CDATA[docentes]]></kwd>
<kwd lng="es"><![CDATA[enseñanza a distancia]]></kwd>
<kwd lng="es"><![CDATA[percepción]]></kwd>
<kwd lng="en"><![CDATA[Well-being]]></kwd>
<kwd lng="en"><![CDATA[work stress]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="en"><![CDATA[distance learning]]></kwd>
<kwd lng="en"><![CDATA[perception]]></kwd>
<kwd lng="pt"><![CDATA[Bem-estar]]></kwd>
<kwd lng="pt"><![CDATA[estresse no trabalho;professores]]></kwd>
<kwd lng="pt"><![CDATA[ensino a distância;percepção]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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