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Pedagogical renewal is a concept loaded with a historical-pedagogical trajectory linked to reflection, social justice, educational improvement, teacher commitment and the questioning of the educational model, with personalised education being a key aspect. The aim of this paper is to analyse how learning is personalised in primary education centres that promote processes of pedagogical renewal. A qualitative methodology is used, based on a case study. Two schools with a high intensity of pedagogical renewal were selected and in-depth interviews were conducted with the management team and teachers, focus groups with families and students, and participant observation. The information derived is analysed with the ATLAS.Ti 22 programme, after coding and categorisation. The results reveal a number of common elements and processes of personalisation of learning which are structured in three dimensions. In the first dimension, school characteristics, the following stand out: student autonomy, individualisation of learning and freedom of choice of learning pathways. As for the second dimension, educational project, the following elements stand out: flexible curricular organisation, active methodology where group work is a key element, organisation of timetables without previously established patterns, the role of accompanying teachers, student focus and active participation of families in daily school life. Finally, from the third dimension, inclusion, the following can be extracted: daily educational work where diversity is not a limitation, but a source of learning of great didactic value.

The assessment and development of teachers' socio-emotional competence has become a topic of interest in education. Within the classroom, this competence is demonstrated not only in teaching but also in student development. The present study addressed the relationship between socio-emotional competence and self-efficacy, as perceived by prospective secondary-school teachers (n = 285) studying for a master's degree in teacher training, and possible differences according to the socio-demographic characteristics of the sample. A descriptive, correlational and cross-sectional, survey-type method was followed. The instruments used were a previously validated socioemotional competence inventory, and an adapted version of the Teachers Self Efficacy Scale. The results showed an adequate level in most of the socio-emotional competencies studied and a high perception of self-efficacy, and both scales correlated positively. Higher levels of socioemotional competence were found in women and in teachers aged 40 to 50 with more teaching experience. The positive effect of experience in relation to self-efficacy being higher in women than in men was corroborated. We concluded that there is a need to develop the socio-emotional competence of trainee teachers to improve their teaching performance.