Emotional Intelligence in Teacher Education: An intervention study in Greece
Julkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.
Emotional Intelligence (EI) of teachers has been associated with positive assets both personal and professional (Corcoran & Tormey, 2013; Vesely, Saklofske & Leschied, 2013), which should be developed in teacher education (Dacre-Pool & Qualter, 2012). Despite its commonly accepted importance, only a few studies have focused on EI in the context of teacher education (Gilar-Corbi, Pozo-Rico, Pertegal-Felices & Sanchez, 2018), few of which have had mixed method designs (Hen & Sharabi-Nov, 2014), while none have been conducted in Greece. The purpose of this study was to examine the effectiveness of an interven-tion regarding the development of EI and to get insights into student teachers’ experiences, emotions and perceptions. The study followed a quasi-experimental mixed-method convergent design using the Trait Emotional Intelligence Ques-tionnaire (TEIQue SF, Greek version) and emotion diaries. Participants were stu-dents from the University of Crete (N=42, 21 in intervention, 21 in control), stud-ying the bachelor’s program of Primary education and teaching. The intervention was 2 weeks long (4 hours total) and focused on the four-branch model (Salovey & Mayer, 1997). Only the intervention participants wrote emotion diaries (N=19). The analysis of EI using TEIQue SF (pre and post-tests) indicated no significant change in EI in intervention or control group. The themes that emerged from the thematic analysis of emotion diaries were emotion regu-lation and identification, self-awareness and intervention talk. From the integra-tive findings, it could be implied that longer intervention could have more im-pact, while both ability and trait instruments should be utilized in measuring EI. ...
MetadataNäytä kaikki kuvailutiedot
- Pro gradu -tutkielmat 
Näytetään aineistoja, joilla on samankaltainen nimeke tai asiasanat.
Kyriazopoulou, Myrto; Pappa, Sotiria (Springer Science and Business Media LLC, 2021)Emotional intelligence (EI) is widely known to be crucial for professional development in education, and it is a curricular component of Greek teacher education. Still, there is little information available on student ...
Romeu, Marta Valle (2021)Emotional Intelligence (EI), defined by Salovey and Mayer (1990, p. 189) as “the ability to monitor one's own and other people's emotions, to discriminate between different emotions and label them appropriately, and to use ...
Barcelos, Ana Maria F.; Ruohotie-Lyhty, Maria (Springer International Publishing, 2018)Studies on language teacher beliefs have long indicated that in order to better understand teacher beliefs, we need to look at their connections with emotions (Borg 2006). Researchers in fields such as social psychology ...
Behind Teacher's Decision Making : Factors that Influence the Choice of Teaching Methods and Materials Vierikko, Jonna (2021)Opettajien käsityksiä ja uskomuksia tutkimalla on pyritty lisäämään tietoa siitä, millaisin periaattein opettajat toimivat työssään. Tutkimus on paljastanut, että opettajien opetusmenetelmien ja luokkahuonetoiminnan taustalla ...
Ruohotie-Lyhty, Maria; Korppi, Aino; Moate, Josephine; Nyman, Tarja (Routledge, Taylor & Francis Group, 2018)Teaching is recognised as an emotional practice. Studies have highlighted the importance of teachers’ emotional literacy in the development of pupils’ emotional skills, the central position of emotions in teachers’ ways ...