Abstract
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 teachers’ EI. The aim of this study was to explore whether student teachers’ trait EI can be developed through a two-week, EI-focused intervention. The study followed a quasi-experimental design with a mixed method approach, using the Trait Emotional Intelligence Questionnaire-Short Form (Greek version) (N = 42) and reflective emotion diaries (N = 19). The participants were third-year undergraduate students studying primary education and teaching at the University of Crete. While the results from the statistical analysis showed no development of student teachers’ trait EI, the findings from the thematic analysis of the reflective emotion diaries suggested that this intervention was beneficial, facilitating emotion identification and potentially enabling emotion regulation through increased self-awareness. The study concludes with a discussion of its limitations and practical implications for future intervention studies on EI.
Highlights
The statistical results indicate that the two-week intervention caused no quantitatively observed change to the intervention group’s trait Emotional intelligence (EI) development
Alcohol ‘Passive sleep’ Rumination Spending time alone Self-blame moderate qualitative change observed in the diary data, which is elaborated on in the subsection. This contrast suggests the potential of short EI interventions in teacher education, despite the absence of statistically validated benefits
The two main themes of emotion identification and emotion regulation presented suggest the potential of short interventions for supporting student teachers in developing their own insights regarding their perceived emotions
Summary
Section 1: Understanding emotions Section 2Identifying emotions2nd part (2-h session)Section 3: Expressing and using emotionsSection 4: Managing emotions Conclusion (Kyriazopoulou, 2020)Material and activities• Introduction • The content of intervention • Consent form, privacy notice and pre-test • Information for emotion diaries • Emotional intelligence and the role of emotions https://www.youtube.com/watch?v=SJOjpprbfeE • Using Mahti cards and discussing in dyads • Emotion theory, basic emotions, nonverbal communication, exercise through role play in groups of three and full group discussion • Movie suggestion: Inside Out • Ways of expressing emotions, empathy, definitions, examples through videos https://www.youtube.com/watch?v=1Evwgu369Jw • Discussion in dyads about empathy (personal reflections) • Empathetic and active listening, video, and exercise in teams of three https://www.youtube.com/watch?v=t685WM5R6aM • Managing strategies, promoting positive emotions, discussion in teams of four • Video for mindfulness: https://www.youtube.com/watch?v=vzKryaN44ss • Exercises of mindfulness for managing emotions (breathing exercise: body scan) • Post-test • Discussion about the topics and questions
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