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A theoretical-empirical study on pedeutology, which helps understand the complexity of from the legal and ethical perspective, The author describes the specific nature of the teaching profession in a competent and accessible manner, presenting her own model of differentia specifica. She also presents the current state and the dynamics of changes in this profession in Poland. She analyses key issues such as teacher’s professional responsibility, ethical dilemmas and a professional code of ethics. She reflects on the attractiveness of the job and the measures of it. Finally, she presents seven significant challenges that should be faced to strengthen the teaching profession.

This paper evaluates a pilot programme designed to support the development of teacher emotional competence and reveals teachers' experiences with emotional education over the course of their career. The design of the programme is based on the 'EL4VET-Teachers First: Using Emotional Literacy to Improve Vet Teaching in the 21st Century' project. The evaluation of the pilot programme used a survey and analysis of the obtained data to explore the participants' perceptions of the connections between the programme content and their work in schools. The findings suggest that the programme provides a useful framework for teacher analysis, reflection and emotional competence building to enhance their ongoing teaching practice at the classroom level. The issue of developing teacher emotional competence contributes to a wider discussion on the challenges and recent trends in the development of initial teacher education, induction and continuous professional development of teachers. It raises the question of emotional education for teachers throughout their careers and the recognition of the importance of creating and sustaining integrated professional learning cultures to support teacher education at the initial and induction phases of the continuum.

In the context of education debates, systemic and program solutions, the teacher undoubtedly plays a crucial role. It is the teacher who is assigned a strategic role in the functioning and effectiveness of the education system. This is confirmed by various global and our domestic educational reports in Poland, where it is emphasized that the quality of the school and the pupil's educational results largely depend on the quality of the teacher's work, while the quality of the teacher's work depends on the quality of their education (see Madalińska-Michalak, 2017). Without a doubt, the strength of current research is that it notices something that has long been known in pedagogical discourse and has often been ignored in practice: teachers play a vital role in the educational process to which pupils are subject (Darling-Hammond, 2017). This role is particularly vital when we perceive it through the lens of learning and development at school.In this paper I put forward the thesis that reinforcing the socio-professional position of a teacher -a teacher perceived as an actor on the educational stage