Relationship and emotions in the construction of teacher professionalism

Abstract

The aim of this paper is to explore emotions and relationships at school, in order to
obtain clear developmental directions relating to teachers’ education. Learning and
teaching processes are complex, mainly due to the interplay between the cognitive,
emotional and action dimensions that call the self into question; if what one learns and
how one does it, as well as the choices of teaching, form and are the derivative of ways of
dealing with culture and knowledge and of an idea of the self as a subject that builds
knowledge, the relational and emotional dimensions go through these processes in a very
significant way; therefore, it is a priority to consciously guide the socio-emotional
exchanges through which the learning and teaching processes are carried out.
Teachers’ education needs to be more specialized in order to build emotional and
relational competences to be able to face and guide the growing criticality that permeates
the relationship between the stakeholders in the school system, teachers, students and
parents.