Dimensioni emotive della professionalizzazione: una mappatura dell’ansia dei futuri insegnanti

Abstract

This study examines the emotional dimensions of professionalization among first-year pre-service primary education students. Entering the teaching profession involves not only acquiring pedagogical knowledge but also developing emotional and relational competencies that foster positive well-being and professional identity. We map the emotions of 122 pre-service teachers using the Future Teacher Anxiety Questionnaire (FTAQ). Descriptive analyses, reliability indices, and percentile-based profiles were calculated to identify domains of heightened anxiety. Results highlight the importance of addressing emotional preparedness as part of teacher education. Recognizing and supporting anxiety in early training can foster self-awareness, resilience, and a more sustainable professional formation for future educators.