Socio-Emotional Challenges in Initial Teacher Education: A Phenomenological Inquiry

Abstract

The socio-emotional dimension in initial teacher education represents a crucial and increasingly relevant topic at both national and international levels. This article presents an exploratory qualitative study involving 32 pre-service teachers, aiming to investigate their experiences of the socio-emotional challenges associated with professional practice. The research employed written narrative interviews and the Empirical Phenomenological Method (EPM) for data analysis. Some preliminary results are discussed, providing insights for future educational and training perspectives.