Literaturnachweis - Detailanzeige
| Autor/inn/en | Gallardo, Marcela; Tan, Hazel; Gindidis, Maria |
|---|---|
| Titel | A Comparative Investigation of First and Fourth Year Pre-service Teachers' Expectations and Perceptions of Emotional Intelligence |
| Quelle | In: Australian Journal of Teacher Education, 44 (2019) 12, S.102-114, Artikel 6 (14 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1835-517X |
| Schlagwörter | Emotional Intelligence; Preservice Teachers; Student Attitudes; Role; Teacher Education Programs; Self Control; Classroom Techniques; Well Being; Social Development; Emotional Development; Comparative Analysis; Expectation; Undergraduate Students; Foreign Countries; Australia |
| 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. (As Provided). |
| Anmerkungen | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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