Conference Program

As the teaching profession faces unprecedented challenges—ranging from systemic shortages to the digital transformation of the classroom—this panel contribution argues that the crisis of teacher well-being cannot be resolved through individual psychological interventions. Instead, drawing on the collaborative framework of the Erasmus+ "Connecting Teachers" project (2025–2028), we propose that well-being and professional identity must be reimagined as relational constructs embedded within institutional cultures.

The discussion centers on the necessity of moving beyond the "technical-rationality" model of teaching, which reduces the profession to the implementation of pre-defined protocols and accountability metrics. Following Schön (1983), we advocate for the recovery of the "Reflective Practitioner." In this view, professional identity is not a static set of credentials but a dynamic process of "reflection-in-action." By embracing the uncertainty of the "swampy lowlands" of practice, teachers can reclaim their role as autonomous professionals capable of navigating the emotional and structural complexities of modern schools.

However, to ensure that reflection does not lead to self-blame or isolation, this contribution emphasizes the role of the community. Using Brookfield’s (2017) framework for "becoming a critically reflective teacher," we explore how the development of Communities of Practice (CoP) allows for a collective interrogation of the profession. By viewing their work through the "four lenses"—autobiography, students' eyes, colleagues' perceptions, and theoretical literature—teachers can identify and challenge the hegemonic assumptions that lead to burnout and alienation.

This contribution invites a comparative reflection on how European higher education and teacher training programs can foster these "spaces of encounter." The goal is to move from a culture of performance to a culture of shared inquiry. By reframing well-being as a byproduct of collective agency and critical reflexivity, we can renew the social foundations of the teaching profession, positioning schools not just as sites of instruction, but as resilient communities of practice that sustain the democratic identity of the educator.