Journal title EDUCATION SCIENCES AND SOCIETY
Author/s Sabrina Lucilla Barone
Publishing Year 2026 Issue 2026/1
Language Italian Pages 18 P. 66-83 File size 0 KB
DOI 10.3280/ess1-2026oa22558
DOI is like a bar code for intellectual property: to have more infomation
click here
FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.
Educational contexts are undergoing transformations marked by social inequalities, cultural diversification, and emerging vulnerabilities, calling for a rethinking of teacher education in relation to complexity and pedagogical responsibility. The emotional dimension of teaching gains structural significance in this scenario, yet models of professional development have yet to translate it into adequate training frameworks. This study examines the relationship between emotional-reflexive competence and orientation toward care-based practices among pre-service teachers with prior teaching experience, using an exploratory quantitative design with questionnaire data structured into modules. Findings show a positive association between the two dimensions, with caution warranted due to the limited sample size. Orientation to care emerges as a component of a broader professional profile grounded in reflexivity, inclusion, and relational awareness. The study proposes a situated understanding of emotional competence and offers elements for a rethinking of care pedagogy in initial teacher education.
Keywords: Emotional-reflexive competence;Pedagogy of care;Intersectionality;Educational complexity;Initial teacher education;Pre-service teachers
Sabrina Lucilla Barone, Competenza emotivo-riflessiva e pedagogia della cura nella formazione iniziale degli insegnanti: evidenze da uno studio esplorativo in "EDUCATION SCIENCES AND SOCIETY" 1/2026, pp 66-83, DOI: 10.3280/ess1-2026oa22558