Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
The social and relational transformations that are sweeping through contemporary schools are calling for a redefinition of teaching professionalism that cannot be traced back to the didactic dimension of teaching alone (Fiorucci & Zizioli, 2022). Emotional and affective education in teacher training is becoming increasingly important. The paper proposes a reflection on the role of teachers' emotions, assuming the emotional dimension as a device for professional awareness and pedagogical reflexivity. Particular attention is paid to the category of teacher vulnerability such as “inhabited loneliness” which highlights the emotional condition often experienced in the exercise of educational responsibility (Iaquinta, 2024). This perspective opens up exploratory scenarios on the need to train teachers to recognize and process the emotional experiences of the profession, promoting relational competence, attention to furtherness, and well-being.
