Socio-emotional competencies and teachers’ professional development: the perceptions and experiences of specialized teachers

Abstract

The article explores Social and Emotional Learning (SEL) in educational contexts and the role these skills play in the professional profile and educational practices of specialized teachers.

A qualitative study was conducted with 17 support teachers for students with disabilities, who participated in focus groups.

The thematic analysis highlighted the many socio-emotional challenges faced by teachers, the awareness they gained, and their unmet training needs. The results emphasize the importance of specific training to enrich their professional and personal identity.