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A humanistic education implies not only the learning of the disciplinary or cognitive contents. It is very important that future teachers develop their emotional intelligence through skills that allow them to know, accept and regulate their emotions to achieve states of subjective wellbeing and establish constructive relationships with others. This article offers a descriptive, nonexperimental, quantitative study with the intention to examine how Emotional Intelligence skills are linked to the mood of 399 preservice teachers from Guanajuato, Puebla, and Mexico City. We used two instruments: the TMM24 that measures Emotional Intelligence traits and the Positive and Negative Activation Scale (PANAS). Among the main findings, the following stand out: 1) the positive mood of the participating student body is aimed at decision-making, pride, and care in the environment; while the pole of the negative state shows features of concern; 2) it is necessary to strengthen the skills of attention and emotional clarity in the participating group to reach an adequate level; and 3) improving the levels of emotional skills could boost the mood of preservice teachers. [ABSTRACT FROM AUTHOR]

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Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El artículo discurre sobre el ensayo "José Vasconcelos: Su pedagogía estructurativa, antecedentes e influencia" de Ana María del Pilar Martínez Hernández. El autor comenta sobre el rol de José Vasconcelos en el desarrollo de la filosofía de la educación en México durante el primer mitad del siglo 20. También se considera el enfoque de Vasconcelos en la pedagogía constructiva y en la instrucción.