From Burnout towards Pedagogical Teacher Education. A communities perspective

From a psychodynamic perspective, the burnout construct can be understood as a response to chronic interpersonal stressors experienced at work, with consequent deterioration in psycho-physical well-being. Although burnout has mainly been studied in the psychological field, it has recently attracted increasing interest from the educational field. This paper aims to explore the burnout construct from a community pedagogical perspective. Particular attention will be paid to the current prevalence of burnout syndrome, especially in the school context, with specific reference to the figure of the teacher. Furthermore, the focus is on pedagogical training courses aimed at rediscovering one’s professional vocation, increasing emotional-relational competences and building educational alliances in order to reduce the risk of burnout at schools.