The emotional component of teaching. A reflective training experience with teachers

The system of relationships and emotions that develop in the teaching-learning process define the complexity of teachers’ education and pose the challenge of bringing out the emotional and affective culture that guides school life. Several studies on teaching practices highlight the tendency to refer to technical aspectsas a key dimension of professionalism, rather than on relational and emotional dimensions that can promote the relationship with student. The creative and unprecedented reconfiguration of professional practice is configured as the outcome of a reflexive process of subjective construction and de-construction of the profession and its development.The paper proposes a reflective training experience, which involved 76 teachers, focused on emotional and relational dimensions on teaching and based on the use of the narrative-autobiographical instruments (diary, narrative, metaphor). The results achieved in the monitoring phase show that the training offered an opportunity to reflect on oneself and one’s personal and professional experience, starting from the use of alternative perspectives and interpretations than those that are already in use

Parole chiave:Reflective practices; emotions; teaching; narrative; educational relationship.

• La educación para la ciudadanía global como transición hacia la complejidad. Pensamiento sistémico y competencias transformadoras en la formación del profesorado Meri Cerrato, in Aula /2024 pp.51
  DOI: 10.14201/aula2024305171

Alessandra Priore, The emotional component of teaching. A reflective training experience with teachers in "EDUCATION SCIENCES AND SOCIETY" 2/2020, pp 254-267, DOI: 10.3280/ess2-2020oa9458