Abstract
This chapter is devoted to the issue of developing teacher emotional competence. It mainly focuses on the emotional competence of second language teacher and the opportunities and the challenges in the development of initial teacher education, induction and continuous professional development of teachers. The paper raises the question of emotional education for teachers throughout their careers. The research study presented in the chapter provides insights into pre-service second language teachers’ emotional competence in Turkey and Poland. The research is comparative in nature and allows making the attempts to explain its subject with taking into account such variables as: age, gender, academic achievements, country of residence, and enthusiasm, confidence, school ethos, optimism, power, forgiveness, youth culture, social justice, relational, trust, and compassion, which are the subscales of PTECS (Prospective Teachers Emotional Competence Scale). On the basis of the research findings some conclusions on developing emotional competence for L2 teaching in second language teacher education are formulated.
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The aims of this joint European-wide two-year project (2010–2012) were to transfer innovative emotional literacy programme for secondary school teachers, involved in vocational education and training (VET), in the following EU countries: Bulgaria, Czech Republic, England, Malta, Poland and Portugal. The project was based on an assumption that the way to raise students’ learning achievements and reduce students’ alienation and behavioural problems is to not only focus on students themselves but first of all to improve the emotional literacy of teachers, whose ‘soft skills’ training has been neglected to date. Conducting the project, all partners shared the belief that teachers using emotional literacy skills can enhance classroom behaviour and motivation, learning performance, soft skills competences and the prospects of long term employability for students and trainees. Project partners worked on the development of an emotional literacy methodology and a toolkit for VET teachers and trainers, and organized the national pilot workshops.
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Madalińska-Michalak, J., Bavli, B. (2018). Developing Emotional Competence for L2 Teaching in Second Language Teacher Education: Opportunities and Challenges for Teacher Education in Poland and Turkey. In: Martínez Agudo, J. (eds) Emotions in Second Language Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-75438-3_22
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