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Developing Emotionally Competent Teachers

Emotional Intelligence and Pre-Service Teacher Education

Roisin Corcoran and Roland Tormey

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.

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Appendix - Workshop Activities

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Appendix – Workshop Activities The intervention involved a short emotional competence workshop pro- gramme consisting of a two-hour class every second week for twelve weeks (six classes in all). It aimed to develop students’ emotional competence through a range of activities. Many of these activities were developed as part of the EI skill building workshop (Caruso et al. 2005) – an applica- tion-based training course for MSCEIT-certified individuals. Some of the activities were modified to include a teaching and teacher-education lens. In the intervening weeks, students had to engage with content relating to the compulsory pre-service teacher education module to ensure coherence with other tutorial groups (given that they were being assessed on the module in the same way as other groups). During this time students were encouraged to develop and apply their emotional competence. Some of the activities included in the workshops are listed below. Perception, Appraisal and Expression of Emotion Mood meter: The mood meter (Caruso et al. 2005) plots emotions along two dimensions: feelings (negative to positive) and energy (high to low). This activity helps students to monitor and track change in their own and other students’ moods. Drawing and describing facial expressions of emotion: In pairs sitting back- to-back, one student had to describe the physical characteristics revealed in pictures of facial expressions of emotion. The other student had to draw these features and guess the emotion based on the description (without seeing the picture). 224 Appendix – Workshop Activities Emotion poker: In groups, student were dealt cards and...

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