Amalia Maria Paoletta, Maia Sushchevskaia


Teacher training programs aim to equip future teachers with the skills and knowledge necessary to effectively manage their classrooms and promote student learning. However, traditional teacher training methods often lack focus on developing teachers' abilities to recognize and respond to their own emotions. This can hinder teachers' capacity to effectively manage their own stress and well-being, which can ultimately impact their teaching performance and student outcomes.

Facial Emotion Recognition (FER) technology has the potential to enhance teacher training by providing teachers with real-time feedback on their own emotional states. This information can help teachers to better understand how their emotions are impacting their teaching and develop strategies for managing their emotions in a healthy and effective way.

This scoping review, conducted by the PRISMA method, aims to explore the existing literature on the use of FER technology in teacher training. The review identifies a limited number of studies that have explored the potential of FER technology in this context. However, the findings of these studies suggest that FER technology can be a valuable tool for enhancing teachers' emotion perception skills and improving their ability to manage their own emotions.

The review concludes by proposing a framework for the integration of FER technology into teacher training programs. The framework outlines key components of an FER-based teacher training program, and the provision of ongoing support and professional development for teachers.

The findings of this scoping review suggest that FER technology has the potential to transform teacher training by providing teachers with the tools they need to better understand and manage their own emotions. Further research is needed to explore the long-term impact of FER-based teacher training programs on teacher well-being, teaching practice, and student outcomes.


FER; Formazione insegnanti; Percezione Emozioni; Comunicazione non verbale; Informatica affettiva; Tecnologia educativa

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DOI: https://doi.org/10.32043/gsd.v8i3.1123


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