The system of relationships and emotions that develop in the teaching-learning process define the complexity of teachers’ education and pose the challenge of bringing out the emotional and affective culture that guides school life. Several studies on teaching practices highlight the tendency to refer to technical aspects as a key dimension of professionalism, rather than on emotional dimensions that can promote the relationship with student. In recent decades, the role played by emotions in the school context has become the object of pedagogical research, which highlights the need to rethink teachers’ education, in order to integrate it with targeted work on emotions. The paper presents an exploratory research carried out with 250 teachers with the aim of understanding which emotions qualify teaching practices, the sense of perceived self-efficacy and the main educational needs. The instruments used are the Questionnaire on emotions (EMOT), the Questionnaire on the self-efficacy (SELFEFF) of the MESI Battery (Moè, Pazzaglia & Friso, 2010) and the narration of one's own educational needs. The results of the research show clear indications to be declined in the field of teachers’ education.
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