This research paper explores the confluence of significant events in my life that shaped my identity as a teacher and researcher. I employed autoethnography to explore my personal life journey across time, space and context, in order to identify and to analyse the significant moments of epiphany that impacted on my decision to become a teacher. The findings of this study reveal a number of universal qualities of good teachers across three continents who, independently and unbeknown to each other, acted as role models in shaping my identity and my desire to become a teacher in order to serve the communities in which I live. Today, I see myself as a lifelong learner, constantly adapting to change and using new technologies to empower my students with the best possible opportunities to self-regulate their learning and to achieve their short and long-term goals.
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.
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