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FrancoAngeli Journals

Articles/Articoli

Vol. 17 No. 1 (2026): Educating for Complexity: Intersectionality, Decolonial Approaches to Teaching, and Practices of Care in Education

Emotional-reflexive competence and pedagogy of care in initial teacher education: Evidence from an exploratory study

DOI
https://doi.org/10.3280/ess1-2026oa22558
Submitted
aprile 15, 2026
Published
2026-07-28

Abstract

Educational contexts are undergoing transformations marked by social inequalities, cultural diversification, and emerging vulnerabilities, calling for a rethinking of teacher education in relation to complexity and pedagogical responsibility. The emotional dimension of teaching gains structural significance in this scenario, yet models of professional development have yet to translate it into adequate training frameworks. This study examines the relationship between emotional-reflexive competence and orientation toward care-based practices among pre-service teachers with prior teaching experience, using an exploratory quantitative design with questionnaire data structured into modules. Findings show a positive association between the two dimensions, with caution warranted due to the limited sample size. Orientation to care emerges as a component of a broader professional profile grounded in reflexivity, inclusion, and relational awareness. The study proposes a situated understanding of emotional competence and offers elements for a rethinking of care pedagogy in initial teacher education.

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