Narration, affectivity, and reflexivity in teacher education: A laboratory for the educational management of challenging students
Keywords:
Circular pedagogy, Teacher education, Educational management, Affectivity, Narration, Reflexivity, InclusionAbstract
This paper presents a workshop-based educational experience developed within the optional course Relationship and Affective Conducts: From Theory to Practice, designed for prospective early childhood and primary school teachers at the Department of Education and Learning / School of Education (DFA/ASP) of the University of Applied Sciences and Arts of Southern Switzerland (SUPSI). Grounded in the paradigm of circular and relational pedagogy, the course fostered the development of affective awareness, reflective disposition, and the ability to manage complex educational situations. Through thematic workshops and narrative, symbolic, and metaphorical devices, participants engaged in a transformative process that wove together personal and professional experiences, promoting a regeneration of educational knowledge and postures. This contribution represents a concrete example of co-generative pedagogy, intertwining theory and practice within a framework of inclusion and relational sustainability. The article outlines the aims, phases, and tools of the course, contributing to the ongoing debate on the transition towards a more mindful, emotionally attuned, and context-sensitive teacher education.
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