In the context of a process of curriculum innovation, there is a need to incorporate emotional competencies in the curriculum of teaching careers at the Universdad de Playa Ancha, Chile. In a first stage, this study with mixed approach of quasi experimental descriptive, without control group, aims to compare the results obtained for a sample of 35 students of 1st year of Basic Education Pedagogy, an instrument of perceived emotional intelligence in the dimensions of attention, clarity and repair, at the beginning of their training (March) and end of the first half (July) 2014, after the implementation of a program of activities for developing emotional identification, understanding and emotional regulation education, associated with these dimensions. As a result progress is displayed on the levels originally submitted in the three dimensions measured. Besides the most important aspects of the process they are indicated in the opinion of these students, with regard to achievements, progress and contribute to its development, demonstrating the importance of incorporating social-emotional aspects of teacher training in the sense of adequately preparing future teachers, giving them the tools required for their work environment and promoting the development of their emotional skills.