Akademik Veri Yönetim Sistemi
GLOBETS, Girne, Kıbrıs (Kktc), 3 - 06 Nisan 2022, ss.68-81
A strong emphasis has been given to teacher education as a way to improve student
achievement. The goal for preservice teacher education is to provide K-12 education
with skilled teachers and focus has been given to teachers’ pedagogical content
knowledge. Both the National Science Education Standards and the National Board
for Professional Teaching Standards puts PCK in the heart of professional teaching.
However, there is one dimension has not been getting enough spotlight through the
years, emotional knowledge of teachers specifically emotional intelligence and
empathy. Teachers have a significant emotional influence on students’ learning
process. It is reported that teachers with higher self and social awareness show better
understanding of how to motivate others learning. Therefore, emotional aspect of
teacher knowledge should be considered as a part of teacher education. Since
learning is a social and emotional process we can argue on the importance of
developing teachers’ emotional knowledge during teacher education. In addition,
emotional intelligence is used as a predictor of performance specifically occupational
and educational. With this importance in mind this study focuses on emotional
intelligence, empathy and anxiety and their relation to each other. Participants of this
study were preservice biology and science teachers in year 1-4. The purpose of the
study was three fold; 1- to identify participants’ emotional intelligence, empathy and
anxiety levels, 2- investigate the relationship between these three parameters and 3-
investigate how these parameters change through undergraduate years. This paper
presents the preliminary results of a longitudinal study.