Metodologie introspettive e processi trasformativi. La costruzione delle competenze emotive degli insegnanti

An emerging and in many ways common trait in school contexts is a widespread demotivation that makes relationships often "opaque", bureaucratic, reduced to a minimum, mainly aimed at safeguarding roles. The topic concerns the relationships between students, teachers and parents, of what these different subjects can exchange in the perspective of the development of the young generations. If the quality of the relationships constitutes an important and priority aspect for a successful training through the teaching processes, the theme of the interpretations and the relative behaviors of the teachers in matters of emotions and relationships should be placed at the center of an introspective type of research and intervention perspective capable of triggering transformative processes of knowledge and practices. In this regard, it is necessary to outline specific competences that characterize educational professions. The attempt is to decline the theoretical reflection and the criteria underlying the choice of the emotional and relational components on the practical level of the training action, highlighting specific educational objectives and consistent methodological choices.

Antonia Cunti, Alessandra Priore, Metodologie introspettive e processi trasformativi. La costruzione delle competenze emotive degli insegnanti in "EDUCATIONAL REFLECTIVE PRACTICES" 1/2019, pp 137-151, DOI: 10.3280/ERP2019-001009