Embodied Emotion and Tinkering in the Training of Support Teachers. An Exploratory Study

Abstract

: This paper explores the relationship between emotion and cognition in the training of support teachers, adopting embodied learning and tinkering as a theoretical and operational framework to understand the role of the body, action and reflection in teacher professionalism. The study is based on an exploratory survey conducted with TFA SOS/INDIRE trainees through a composite questionnaire addressing perceived stress, teaching self-efficacy, motivation, perceived emotional competence, emotion regulation strategies, self-compassion and the management of complex professional situations. The dataset includes 497 valid responses; the T1-T2 longitudinal reading was conducted on 132 matched cases. The approach is descriptive and exploratory: frequency tables, summary measures, variances, internal reliability indices and descriptive correlations are used to describe the observed sample, without generalizing findings to the whole population. The data show high scores in autonomous motivation, context reading, teaching self-efficacy and relationship management. Correlations indicate inverse associations between perceived stress and professional dimensions, especially stress/anxiety management and goal/priority orientation. The paper proposes an embodied-tinkering practical framework centered on bodily engagement, exploration, emotional resonance, guided reflection, documentation and transfer to inclusive practices.