Investigating the Role and Place of Emotional Intelligence in Pre-service Teacher Education Courses

This thesis examined the role and place of Emotional Intelligence (EI) in teacher education courses. This examination included pre-service teachers in first and fourth year enrolled in Bachelor of Education degrees in Australia and Chile. Besides, course leaders’ views were included on how EI is addressed in these courses. This multi-method design with publications included autoethnography, online survey and comparative case studies. The methodologies used concluded that EI is seeing as the theory construct and the teacher construct is unclear. It can be concluded that there is an urgent need to incorporate emotional competencies as part of teacher education degrees.