Abstract
<p>If the challenges of today's world are to be met, then there is a need to give more prominence to emotion in education, i.e. indulging the personal, emotional and spiritual aspects of teaching, and promoting the teachers’ social-emotional competencies along with the schooling influence. In this respect, structuring the contents of in-service programs has gained vital importance in all fields of education including English Language Teaching (ELT). This action research study involved 17 EFL instructors to enhance their emotional literacy regarding learning in self and in others and consequently develop behaviors that would be caused by finding out about emotional intelligence. Relatedly, it was aimed to set up a framework of a teacher development program that the instructors at a foreign language school at a state university in Turkey improve their emotional literacy skills and create opportunities to impart these skills to their students as well as to people in their personal lives. The article reports on the participants’ and the researcher’s views regarding the maturation of an emotional literacy improvement program for in-service professional development purposes in ELT context.</p>
Highlights
Cognitive dimensions on learning and teaching have been considered fundamental for success for many years
The findings reported in this article are a collection of the insiders’ views related to the overall conduct of the Emotional Literacy Improvement (ELI) program, which is based on a thorough content analysis (Fraenkel, Wallen, & Hyun, 2011) made to the qualitative data obtained throughout the study
The teachers pointed out that they liked the friendly, non-threatening atmosphere created during the sessions which helped them to improve their knowledge of self, to involve their feelings and emotions and to evaluate themselves as a whole within the course environment for which they had created a sense of belonging
Summary
Cognitive dimensions on learning and teaching have been considered fundamental for success for many years. When Salovey and Mayer (1990) coined the term “Emotional Intelligence” (EI) after exploring the relationships between cognitive brain functions and affect (including emotions, moods), they attracted considerable attention again on affective domain in learning These researchers describe EI as "the ability to recognize how you and those around you are feeling, as well as the ability to generate, understand, and regulate emotions" In 1995, Daniel Goleman expanded on the Mayer Salovey theory in a way that helped educators make use of EI in educational settings He described five general areas of emotional intelligence: Self -awareness, self-regulation, motivation, empathy, and social skills, which have a close bearing to all aspects of life, namely, teachers' and students' lives, in our context
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