Professional development and transformative well-being: the key role of the pedagogical coordinator

Abstract

The paper addresses the topic of continuous professional development for education professionals, with particular attention to the role of pedagogical coordinators in 0-6 educational settings. The research, conducted by the Proges Cooperative within an Executive PhD, reflects on the transition from traditional technical training models to more transformative and systemic approaches, better suited to contemporary educational organizations. From this perspective, transformative leadership emerges as a key role for foster professional growth, well-being, and innovation. The study describes the design and experimentation of Laboratori di pensiero, reflective devices aimed at fostering systemic and integrated continuous training to generating transformative well-being and strengthening belonging. Finally, the paper offers a reflection on the implications of these practices for the quality of educational services and for the retention of professionals in the field.