Professionalità docente e competenze socio-emotive: traiettorie teorico-operative per la formazione degli insegnanti

Abstract

Abstract – The article addresses the construct of Social and Emotional Learning (SEL) within educational contexts. Specifically, it examines the outcomes of socio-emotional learning training programs in the development of professional competencies and their influence on teaching practices. Through an international qualitative literature review, the article investigates the extent to which SEL is incorporated into teacher education and professional development pathways. The study analyzes the experiences and perceptions of teachers who have participated in social and emotional learning training programs and enables the identification of several dimensions that are conducive to the development of a teacher training model, to be empirically validated.