| Description |
1 online resource (244 pages) |
| Contents |
Acknowledgements; List of Tables; List of Figures; Chapter 1 Introduction; Content and Organization; Chapter 2 Emotions in Teaching and Teacher Education; Introduction; The Nature and Context of Teachers' Work; Teachers and Emotions; Beginning Teachers and Emotions; Change and Reform Agendas in Pre-service Teacher Education; Conclusion; Chapter 3 Understanding Emotions; Defining and Categorizing Emotions; The Component Model of Emotion; Physical/Behavioural Dimensions of Emotions; The Brain, Cognition and Emotion; Emotion and Social/Cultural Dimensions; Gender and Emotion |
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Emotion RegulationConclusion; Chapter 4 Understanding Emotional Intelligence; Introduction; Bloom/Krathwohl's Taxonomy of Affective Educational Objectives; Multiple Intelligences; Emotional Intelligence; Conceptions of Intelligence; Goleman's Model of EI; Bar-On's Model of EI; Mayer and Salovey's Model of EI; Evaluation of these EI Models; Testing EI using the MSCEIT; Does the MSCEIT Measure EI?; Emotional Intelligence and Emotional Competence; Teachers and Emotional Intelligence; The Research Questions; Research Design; Conclusion |
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Chapter 5 The Levels of Emotional Intelligence among Pre-Service TeachersIntroduction; Student Teachers' Levels of Emotional Intelligence; Summary Discussion; Developing Emotional Intelligence in Pre-service Teacher Education; The Impact of the Workshops; Impact of the Workshops on the Four EI Skill Areas; Conclusion; Chapter 6 How did Student Teachers Experience their own Emotional Competence Levels?; Introduction; Emotional Competence in the Experimental Group; Emotional Competence in the First Control Group; Conclusion; Chapter 7 Bringing it to the Classroom; Introduction |
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Emotional Competence on Teaching Practice in the Experimental GroupEmotional Competence on Teaching Practice in the First Control Group; Emotional Competence on Teaching Practice in the Second Control Group; Conclusion; Chapter 8 Conclusion; Introduction; Developing Emotionally Competent Teachers; Conclusion; References; Appendix -- Workshop Activities; Perception, Appraisal and Expression of Emotion; Emotional Facilitation of Thinking; Understanding and Analysing Emotional Information; Regulation of Emotion; Index |
| Summary |
Classrooms are emotional places, filled at different times with enjoyment, excitement, anger, hurt and boredom. The teacher's skill in working with emotional information and in regulating their own and their pupils' emotion impacts upon what and how pupils learn. But what emotional competence do teachers need? Can they learn this in pre-service teacher education? And should this kind of ability even be categorised as emotional skill, competence or intelligence? Given recent policy initiatives in this area, these questions have become increasingly pressing. This book focuses on how pre-service student teachers develop the competence to work in and with the emotionally rich life of the classroom. Building on the concept of emotional intelligence, it examines the skills used by student teachers in perceiving and regulating emotions, generating particular emotional states to facilitate particular types of thinking, and understanding the processes of emotional change in their classroom. Drawing on both qualitative and quantitative data, it explores what pre-service teachers can be seen to have learned through an emotional competence training programme and how this impacted upon their teaching |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Print version record |
| Subject |
Teachers -- Training of.
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Teaching -- Psychological aspects
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Emotional intelligence.
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Emotional Intelligence
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EDUCATION -- Research.
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Emotional intelligence
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Teachers -- Training of
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Teaching -- Psychological aspects
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| Form |
Electronic book
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| Author |
Tormey, Roland
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| ISBN |
9783035303285 |
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3035303282 |
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1299428487 |
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9781299428485 |
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