Relational competencies in teaching: From neglect to necessity. Observation of a gap between international research and teacher training
Constat d’un décalage entre la recherche internationale et la formation en enseignement
- By Sandrine Biemar,
- Séverine Haïat,
- Maël Virat,
- Gaëlle Espinosa,
- Line Fischer,
- Annie Charron
- and Philippe A. Genoud
Pages 264 to 284
Cite this article
- BIEMAR, Sandrine,
- HAÏAT, Séverine,
- VIRAT, Maël,
- ESPINOSA, Gaëlle,
- FISCHER, Line,
- CHARRON, Annie
- and GENOUD, Philippe A.,
- Biemar, Sandrine.,
- et al.
- Biemar, S.,
- Haïat, S.,
- Virat, M.,
- Espinosa, G.,
- Fischer, L.,
- Charron, A.
- and Genoud, P.-A.
Cite this article
- Biemar, S.,
- Haïat, S.,
- Virat, M.,
- Espinosa, G.,
- Fischer, L.,
- Charron, A.
- and Genoud, P.-A.
- Biemar, Sandrine.,
- et al.
- BIEMAR, Sandrine,
- HAÏAT, Séverine,
- VIRAT, Maël,
- ESPINOSA, Gaëlle,
- FISCHER, Line,
- CHARRON, Annie
- and GENOUD, Philippe A.,
In the context of the professionalization of teachers, policymakers and researchers agree on the necessity of acquiring key competencies. However, the role of relational competencies—emotional and social skills—remains contested. Although widely regarded as essential to the teaching profession (Roberts and Carraud 2018), such competencies appear to receive little explicit attention in teacher education programs. The authors, members of an international research group (FRREE), investigate this discrepancy. This article adopts a dual approach: It first explores the theoretical dimension underlying the importance of relational competencies, and then analyzes the institutional and policy-related obstacles that hinder their integration, before proposing possible future directions.
Uploaded: 05/12/2026