Factores cognitivos y emocionales del neuroaprendizaje según la percepción de futuros docentes de educación especial sobre su formación

Executive and emotional functions are closely related to control over learning, the methodology used by teachers to address diversity, as well as the involvement and participation of the community in inclusive education. To this end, a non-experimental quantitative cross-sectional study was designed in which 631 students from the Primary Education Degree at the Universities of Jaen, Granada and Almeria participated with an average age of 23.02 years (±6,439). The instruments used were: Questionnaire for Teacher Assessment of Educational Inclusion (CEFI-R) and Neuroeducational Scale for Planning and Didactic Intervention (ENEPID). The objective of this research was to analyze the interaction between executive functions and emotions as enhancers of neurolearning in inclusive educational contexts to understand how they influence the perception of future special education teachers. This research presents the use of a reflective structural equation model (PLS-SEM) based on the proposed theoretical framework, from an explanatory-predictive perspective. The results of the model showed the following coefficients of determination Neurolearning [(Q2=.116); (R² =.255)]; Methodology [(Q2=.073); (R² =.108)]; Supports [(Q2=.056); (R² =.115)]; Community participation [(Q2=.228); (R² =.336)]; and Concept of diversity [(Q2=.027); (R²=.066)]. Through the multivariate structural equation model, a positive relationship was found between executive functions and emotions and neurolearning. However, there is a negative relationship between support and the conception of diversity. These results, although not conclusive, emphasize the importance of developing training actions based on allowing the acquisition of optimal cognitive and emotional patterns so that future teachers can successfully face their training and professional career. Las funciones ejecutivas y emocionales están estrechamente relacionadas con el control sobre el aprendizaje, la metodología empleada por los docentes para atender a la diversidad, así como la implicación y participación de la comunidad en la educación inclusiva. Para este estudio se diseñó un estudio cuantitativo no experimental de carácter transversal en el que participaron 631 estudiantes del Grado de Educación Primaria de las Universidades de Jaén, Granada y Almería con una edad media de 23,02 años (±6.439). Se utilizaron los instrumentos: Cuestionario de Valoración Docente de la Inclusión Educativa (CEFI-R) y Escala neuroeducativa para la Plane