A comparative investigation of first and fourth year pre-service teachers’ expectations and perceptions of emotional intelligence

Marcela Gallardo, Hazel Tan, Maria Gindidis

Research output: Contribution to journalArticleResearchpeer-review

Abstract

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.
Original languageEnglish
Pages (from-to)102-114
Number of pages13
JournalAustralian Journal of Teacher Education
Publication statusPublished - 2019

Keywords

  • Emotional Intelligence (EI)
  • Pre-service teachers (PSTs)
  • Expectations
  • Perceptions
  • Initial teacher education (ITE)

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