L’educazione alle competenze emotive nel profilo professionale dell’insegnante: punti di forza e criticità

Abstract

Since the 1990s, emotions are no longer regarded as a disturbing factor with respect to learning mechanisms, but are conceptualized as a central dimension of any complex cognitive behavior. Moreover, their status as a scientific construct is affirmed, which can be studied like other individual variables, e.g. attention or memory. However, two issues remain open: the first concerns specific training on how to teach and assess emotional and social competences in children and young people. The second issue concerns the most effective ways of incorporating emotional competences into teacher planning. In this article, an exploratory study is presented on a sample of teachers belonging to different school orders: the aim is to investigate how emotions and emotional competences enter the teacher's professional profile and his or her educational planning in the classroom.