Editorial [International Journal of Emotional Education, 15(1)]

Abstract

Initial teacher education is increasingly paying more attention to the transformative role of social and emotional processes in the formation of teacher identity. In the first paper in this edition, Jacobs (Australia) presents a study on the affective and emotional experiences in arts-based teacher education at two universities in Australia. As part of their practice placement, a number of preservice teachers participated in a number of arts-based community programmes such as drama, dance and visual arts, making use of affect as a ‘transformative pedagogy’. This emotional learning experience led to various benefits in the personal and professional development of the participants, contributing to more positive affirmations of their identity as prospective teachers. In another paper on the role of emotions in teacher education, Caires and colleagues (Portugal) carried out a qualitative evaluation of an emotional education programme for student teachers enrolled in various initial teacher education programmes in Portugal. An analysis of the participants’ experiential portfolio indicated that the programme contributed to the participants’ emotional awareness and expression, empathy and connectedness.