Does emotional intelligence predict student teachers' performance?

被引：57

作者：

Corcoran, Roisin P. ^{[1
]}

Tormey, Roland ^{[2
]}

机构：

[1] Yale Univ, Dept Psychol, New Haven, CT 06511 USA

[2] Ecole Polytech Fed Lausanne, CRAFT Pedag Res & Support, Rolex Learning Ctr D 1650, Stn 20, CH-1015 Lausanne, Switzerland

来源：

TEACHING AND TEACHER EDUCATION | 2013年 / 35卷

关键词：

Emotional intelligence; MSCEIT; Pre-service teacher education; Emotional competence; Teaching performance; MISSING DATA; ACHIEVEMENT; ATTITUDES; EDUCATION; SATISFACTION; KNOWLEDGE; BEHAVIOR; ABILITY; IMPACT; GAP;

D O I：

10.1016/j.tate.2013.04.008

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

There are good theoretical grounds for seeing emotional intelligence (EI) as important in the teachers' skill set. Yet there is a lack of data on whether student teachers' levels of EI are associated with their teaching performance. This question was addressed, with gender and prior academic attainment also being explored as possible contributors to teaching performance. No association between the three independent variables and teaching performance was found. This raises serious questions for our understanding of emotions and teaching. (c) 2013 Published by Elsevier Ltd.

引用

页码：34 / 42

页数：9

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