Integrating Emotional Agility into Pre-service Language Teacher Preparation: From Theory to Practice

Document Type : Original Article

Author

English Language Teaching, Education Facıulty, TED University, Ankara; Turkey

Abstract

Emotional agility has a fundamental role in educational contexts and developing agility skills in teachers is essential to enhancing their teaching effectiveness. The aim of this study is to improve pre-service language teachers' emotional agility through a four-module workshop, equipping them with the necessary skills before they begin their teaching profession. The research examined how developing emotional agility skills affects future language teachers' personal and professional development. Data were collected through five participants' opinions on the reflections before, during, and post-workshop sessions. The findings revealed that pre-service teachers gained emotional self-awareness, learned how to become "emotionally agile teachers," and developed practical coping strategies for personal and professional situations creating emotional challenges. The study demonstrated that emotional agility training can contribute to pre-service language teachers' personal and professional development providing them strategies to use with their own students. The findings suggest that integrating emotional agility training into teacher preparation programs can better prepare future language teachers for the emotional complexities of language classrooms.

Keywords

Iranian Journal of Language Teaching Research
Volume 12, 3 (Special Issue)
December 2024
Pages 197-215

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History

  • Receive Date: 14 December 2024
  • Accept Date: 14 December 2024

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