References of questionnaires used in the 15 analyzed articles

The development of socioemotional competences (SEC) in beginning teacher education is becoming increasingly important because of its impact on well-being, pedagogical efficacy, and educational quality. The purpose of this systematic literature review was to examine the theoretical foundations that support SEC interventions in initial teacher training programs, to characterize the types of interventions implemented, to describe the strategies and activities used, and to synthesize findings, limitations, and future research directions. Following the PRISMA criterion, fifteen empirical studies on intervention programs to promote the development of social and emotional skills (SEC) in pedagogical students were reviewed. The findings reveal that most interventions provide significant increases in competences such as emotion recognition, emotional self-regulation, decision-making, and self-awareness, as well as effects on additional dimensions such as teaching effectiveness, analytical skills, digital competency, and education for sustainability and gender equality. The interventions were primarily integrated into the formal curriculum or delivered as workshops, with different durations and active pedagogical strategies including simulation, reflective writing, mindfulness, and collaborative learning. However, methodological shortcomings are recognized, such as the use of out-of-date psychometric tools, inadequate longitudinal follow-up, the absence of control groups, and reliance on self-assessments. Furthermore, evidence suggests that the SEC is not fully integrated into the curriculum. According to the review, teacher preparation should combine socioemotional competences in a transversal and sustained manner, utilizing active pedagogical approaches and comprehensive evaluation models. Future studies should extend samples, investigate related variables including gender equity and sustainability, and delve deeper into the long-term effects of interventions. This review contributes to consolidating the evidence on the importance of SEC as a training axis in initial teacher training.

职前教师教育阶段社会情绪能力（Socioemotional Competences, SEC）的培养愈发重要，因其对教师幸福感、教学效能感与教育质量均存在显著影响。本系统文献综述的研究目的在于：梳理支撑职前教师培训项目中社会情绪能力干预活动的理论基础，明确现有干预方案的类型特征，阐述所采用的教学策略与活动形式，并综合归纳现有研究的结论、局限及未来研究方向。遵循PRISMA报告规范，本综述共纳入15项针对师范生社会情绪能力培养干预项目的实证研究进行分析。研究结果显示，绝大多数干预方案可显著提升师范生的情绪识别、情绪自我调节、决策能力与自我觉知等核心能力，同时对教学效能、分析能力、数字素养以及可持续发展教育与性别平等教育等维度亦产生积极影响。现有干预方案主要通过融入正式课程或以工作坊形式开展，干预时长各不相同，且多采用模拟演练、反思写作、正念练习与协作学习等主动式教学策略。但现有研究仍存在方法学层面的局限：例如使用过时的心理测量工具、纵向追踪随访不足、缺乏对照组设置以及过度依赖自我评估等。此外，现有证据表明，社会情绪能力培养尚未完全融入教师教育课程体系。本综述建议，教师培养应采用横向贯通且持续推进的方式融入社会情绪能力培养内容，并结合主动式教学方法与综合性评估模型。未来研究可通过扩大样本规模、探究性别平等与可持续发展等相关变量，并深入挖掘干预方案的长期影响效果。本综述有助于进一步夯实社会情绪能力作为职前教师培训核心培养维度的相关研究证据。