The Emotional Dimension As Part Of Pre-Service Teacher Training Programmes

Abstract

Recent theoretical approaches as well as current know-how perspectives highlight the dimension of emotional culture in teacher training with a view to enhancing professionalization. Though a comprehensive in-depth investigation, emotional culture development has chartered new territories in recent years. As teachers roles have multiplied, teaching has been understood as highly demanding. However, this may lead to increased fatigue, emotional wear-off, downgrading of the affective involvement within the school. The teachers emotional culture divided into multi-layered emotional competencies is crucial in teaching professionalization: if not properly developed, it can trigger overwhelming conditions (mental and emotional wear-off, resentment and fears), causing further negative effects on networking and interpersonal communication. The concept of emotional culture incorporates emotional, communicative and personal-adjusting skills and competencies to ensure increased awareness, acceptance and remedial work on personal states and feelings as well as of the others, thus, enhancing productivity, networking and personal growth. Mainstream literature dwells ion-oriented mechanism in different situations, the way we use our own capabilities to understand the others and increase our self-affective control. Our paper is premised by the idea that teachers’ emotional culture is built gradually. Thus, we aim at identifying prospective trainees’ perception with regard to the importance of emotional culture development. The integration of key emotional values that fully round the contemporary teacher profile may also contribute to the learners emotional development.