Developing emotionally competent teachers. Emotional intelligence and pre-service teacher education.

Autor/inn/en	Corcoran, Roisin P.; Tormey, Roland
Titel	Developing emotionally competent teachers. Emotional intelligence and pre-service teacher education.
Quelle	Oxford u.a.: Lang (2012), XII, 228 S.Verfügbarkeit
Beigaben	grafische Darstellungen; Literatur- und URL-Angaben S. [203]-222
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	3-0343-0786-1; 978-3-0343-0786-4
Schlagwörter	Empirische Untersuchung; Interview; Qualitative Forschung; Quantitative Forschung; Vergleichsuntersuchung; Emotion; Emotionale Intelligenz; Emotionales Verhalten; Intelligenz (Psy); Lehrer; Lehramtsstudent; Lehrerausbildung; Soziale Kompetenz; Experiment; Unterricht; Messung; Workshop; Praxis; Wirkung; USA
Abstract	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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/1