International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Emotional intelligence
Page 1/1
9 items
1
This article reports on the perceptions and expectations of pre-service teachers (PSTs) on the role of Emotional Intelligence (EI) taught as part of a teacher preparation course.
The research was conducted across core units in first and fourth years of an undergraduate education degree in an Australian university.
The researchers used a mixed method study.
Online survey data from 208 students were analysed, using descriptive statistics for quantitative data and thematic analysis for open-ended responses.
Results indicate that PSTs’ understandings of EI included awareness and management of emotions in oneself and others.
They perceived EI as highly important to teachers in various aspects of teaching such as classroom management, student well-being and classroom pedagogy.
Additionally, first year students stated that they expected to learn about EI in their teacher education program, however fourth year students expressed that they had not learnt about EI during their course.
Published: 2019
Updated: Nov. 18, 2020
2
This study aims to examine the effects of expectations of future work environment, perceptions of satisfaction, self-efficacy, and emotional intelligence on preservice teacher (PSTs) commitment to the profession. The findings reveal that preservice teachers’ personal and environmental expectations play an important role in their motivation to continue in the teacher education program and enter the teaching profession.
The results also show that when PSTs perceived higher levels of collaboration with colleagues and higher levels of autonomy in the classroom, they also exhibited increased levels of satisfaction. However, when PSTs perceived their future work environment as less than ideal they exhibited lower levels of satisfaction.
Published: 2014
Updated: Nov. 06, 2018
3
This article explores whether emotional intelligence predicts student teacher performance. This study found that teacher emotional intelligence was not a predictor of student teacher performance. It also found that prior academic attainment and gender were not a good predictor of teacher performance.
Published: 2013
Updated: Nov. 11, 2015
4
This paper describes a pre–post, quasi-experimental design study conducted to evaluate the contributions of a 56-h “Emotional Intelligence” training model. The model has been developed and studied in an attempt to address educators’ growing needs to practice and implement “emotionally intelligent” learning environments. Findings indicated an increase in emotional intelligence and empathic concern from the beginning to the end of the course. Further regression indicated that both expression and regulation of emotions predicted empathy at the end of the course.
Published: 2014
Updated: Jun. 08, 2015
5
This study investigates the role of engagement, motivation, Australian Tertiary Admission Rank (ATAR), and emotional intelligence in the academic achievement of first-year, pre-service teachers. Although ATAR scores were found to be a significant predictor of academic achievement, scores on the Motivation and Engagement Scale emerged as a much stronger predictor of first-year grade point average.
Published: 2015
Updated: May. 18, 2015
6
This study aims to assess the level of emotional intelligence of student teachers. The authors used Mayer and Salovey’s emotional intelligence model and the MSCEIT test of emotional intelligence. This study shows that the pre-service teachers studied have levels of emotional intelligence below the norm for the wider population. The gender differences are greater in this sample than would be expected in the wider population. These data suggest that, on average, student teachers may need help in all four of the competence areas that have been described. The data also suggests that male students, on average, are weaker than female students at using emotions to facilitate thinking and at regulation of emotion.
Published: 2012
Updated: Jan. 27, 2015
7
This critical analysis of trends in the field of social emotional learning (SEL) in the United States considers how ideas concerning emotional skills and competencies have informed programmatic discourse. SEL refers to programs that attempt to enhance EI and emotional literacy and/or the development of what are perceived to be fundamental social and emotional skills and competencies. For this review, the author focuses on the practitioner-oriented literature in SEL, using both print and Internet sources. While currently stressing links between SEL and academic achievement, program literature also places emphasis on ideals of caring, community, and diversity.
Published: 2009
Updated: Jul. 01, 2009
8
The article describes a study exploring pedagogical content knowledge (PCK) and emotional knowledge in teaching and learning, utilizing theoretical and empirical examples. The author explains by the term 'emotional ecology,' that the teacher's emotional knowledge about teaching and learning is an integrative part of the teacher's knowledge, and that emotional knowledge occurs on several planes.
Published: 2007
Updated: May. 27, 2008
9
The article discusses pedagogical theories and their basis in psychological research.
The author reviews the influence of Internet on disseminating pedagogically relevant research and globalising pedagogical terms and issues, such as metacognition, multiple forms of intelligence, thinking and learning styles, brain functioning, emotional intelligence and neurolinguistic programming.
The author also examines the viability of developing pedagogy from superficial reading of psychological ideas and suggests that pedagogical research is becoming increasingly self referential.
The study is conducted in England, where educational and governmental documents were examined.
Published: 2007
Updated: Dec. 18, 2007