ver dream of being a teacher. Simply be one. And of that, never look back with regret

Abstract

This paper reflects on the author’s forty-year journey within the field of Geography Education. Spanning from his initial years as an undergraduate to the present, the text raises critical questions regarding initial and continuing teacher education - both for the author and for his readers. It explores the construction of a professional teaching identity, posing inquiries that have guided his trajectory and that serve as points of reflection for pre-service and novice teachers. Eschewing easy answers, the author centers the discussion on several fundamental themes: What constitutes a "good life"? What is your life project within the teaching profession? How can one reconcile reason and emotion in the classroom? How can one sustain desire, ethics, and curiosity within a school routine that is often monotonous? Furthermore, what contribution can Geography education make to the well-being of both educators and students? The (auto)biographical method provides the foundation for this work, emphasizing how individual and collective histories intertwine (auto, eco, and hetero-formation).The past is interpreted through the lens of the present and is perpetually reconstructed; the boundaries between fiction and reality are fluid; and while the narrator "always" speaks "their" truth, science seeks knowledge without guaranteeing truth, justice, or ethics. Ultimately, it argues that reason and emotion are not the distinct poles we often believe them to be.