Developing Emotional Competence for Teaching/Razvoj emocionalne kompetencije učitelja

Abstract

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.

Exploring Pre-Service Teachers’ Emotional Competence and Motivation for the Choice of a Teaching Career

“…Moreover, the literature also suggests that emotional competence can increase in adulthood by using interventions aimed at its enhancement (Kotsou, Nelis, Grégoire & Mikolajczak, 2011). This also applies to teachers (Madalinska-Michalak, 2015). These findings can have practical implications for teacher development and education, both on initial and in-service teacher education levels.…”

Relation between perceived emotional intelligence and social factors in the educational context of Brazilian adolescents

“…Scientific studies have established the fact that high levels in these capacities have a causal relationship to better physical and mental health, greater well- Mayer (1997) being, as well as better social functioning and school performance (Fernández-Berrocal and Ruiz Aranda, 2017). Educational centers, and more specifically schools, have focused on the development of the academic aspects of education, while often neglecting the social and emotional aspects that impact the proper functioning of the classroom, not to mention students' personal and social well-being (Ghanizadeh & Royaei, 2015;Madalinska-Michalak, 2015).…”

Social and Emotional Education and Emotional Wellness: A Cultural Competence Model for Black Boys and Teachers

“…However, there is a lack of literature on the role of emotions in teaching (Majors, 2000(Majors, , 2002Majors et al, 2011). Existing research focuses mostly on the role of emotions in learning among students and tends to overlook the importance of emotional education of teachers (Jennings & Greenberg, 2009;Madalinska-Michalak, 2015;Majors, 2000Majors, , 2006Majors, , 2010Majors, , 2011Majors, , 2012. Hence, if we are to engage and motivate students and teachers, and create better conditions for learning, we will need to radically shift our current focus on punitive strategies and engage young people in more programs like those above.…”

“…The current focus on punitive strategies in many of our schools dictates that we make a paradigm shift that addresses new ways of thinking. If this paradigm shift is to happen, we will need to help our teachers and educators to develop the appropriate interpersonal and intrapersonal skills needed to engage, motivate, raise attainment, and communicate more effectively with our young people (Corrie, 2003;Madalinska-Michalak, 2015;Majors, 2006Majors, , 2010Majors, , 2012Majors et al, 2011). We often assume that our teaching staff have the capacity, knowledge, and appreciation of how to communicate/interact properly with young people (Mortiboys, 2005).…”