Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
This article examines teacher education as a crucial space for interpreting the complexity of contemporary crises. Starting from the relationship between school, democracy and educational responsibility, the contribution reflects on the need to rethink teacher professionalism beyond technical, bureaucratic and performance-oriented models. Particular attention is devoted to vulnerability, inclusion, reflective practice and the pedagogical challenges raised by digital technologies and artificial intelligence. The article argues that teacher education should be understood as a critical, ethical and transformative process, capable of supporting teachers in reading complex contexts, fostering democratic coexistence and promoting inclusive educational practices.
