Teacher education and social and emotional learning: experiences and perceptions of specialized teachers on socio-emotional skills

The article examines the construct of Social and Emotional Learning (SEL) within educational settings, exploring how socio-emotional competencies contribute to shaping the professional profile and teaching practices of specialized support teachers. Employing a qualitative research methodology conducted through focus groups, the study analyses the experiences and perceptions of 17 teachers working with students with disabilities. The thematic analysis of the data reveals the various socio-emotional difficulties these teachers face, the awareness they have developed and their unmet training needs. The implica- tions of this study suggest that socio-emotional competencies are crucial for the professional growth of teachers, enabling them to navigate educational challenges more effectively and foster a supportive learning environment.