An Empirical Examination of the Role of Emotional Knowledge in the Teaching Profession

Autor/inn/en	Riveiro-Villodres, Laura Erundina; Blanco-Encomienda, Francisco Javier; Latorre-Medin, Maria José
Titel	An Empirical Examination of the Role of Emotional Knowledge in the Teaching Profession
Quelle	In: South African Journal of Education, 40 (2020), Artikel 1739 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Riveiro-Villodres, Laura Erundina) ORCID (Blanco-Encomienda, Francisco Javier) ORCID (Latorre-Medin, Maria José)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Emotional Intelligence; Music Teachers; Music Education; Teacher Attitudes; Teacher Competencies; Pedagogical Content Knowledge; Knowledge Level; Preservice Teacher Education; Teacher Student Relationship; Teacher Characteristics; Trust (Psychology); Classroom Techniques; Bullying; Student Motivation; Student Development; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Emotionale Intelligenz; Music; Teacher; Teachers; Musiklehrer; Musikerziehung; Lehrerverhalten; Lehrkunst; Pädagogische Kompetenz; Wissensbasis; Lehramtsstudiengang; Lehrerausbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenführung; Mobbing; Schulische Motivation; Ausland; Spanien
Abstract	Modern society has plunged us into a maelstrom of telematics information with little control. Teachers from any field must be trained in order to pass on the confidence and values to withstand this media pressure to their students. To this end, one of the areas of knowledge on which greater emphasis should be placed is that related to emotional intelligence. The study reported on here focused on this type of knowledge among professional music studies teachers in conservatories, asking what the perception of this group on the aforementioned area of knowledge is and to what extent it has been received during their initial training. For this investigation we used a quantitative methodological approach, and via descriptive analysis, a non-parametric Wilcoxon signed-rank test, and inferential analysis, we found significant differences regarding the two scales considered: level of agreement and emotional intelligence training received. Furthermore, regarding the descriptive variables, significant differences were also found through the application of the Mann-Whitney U and Kruskal-Wallis test. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01