Abstract:

This study approaches the topic of reflexivity in learning and teaching from the perspective of its application in ITE (Initial Teacher Education) and its connection with the emotional intelligence abilities. The concept of reflective teaching comprises any process that encourages in general an attitude of ongoing exploration and enquiry that raises awareness of the factors affecting student teachers’ learning, choices made about the organisation of activities in the classroom, or the use of techniques and materials etc. The concept of reflective learning adopted here a tentative interpretation of given elements which comprises examination, exploration, introspection and analysis of all attainable consideration which will define and clarify the problem in hand. While exploring and testing different ways of enhancing reflexivity, we came to focus on a systematic enquiry model designed to identify implicit needs and beliefs. The rationale for using this approach to questioning student teachers is based on the assumption that in order to embrace the pedagogical practices that they need to learn to become competent teachers, they have to bring their beliefs about teaching to a conscious level and accommodate them with new knowledge acquired during the training. In our approach, we came to realize that reflexivity also plays an important role in developing emotional intelligence abilities such as self-awareness, self-regulation, motivation and even empathy (understood as being aware of, understanding and relating to others), and we decided to explore the connection when analyzing data resulted from the reflexivity practice tasks.

The study was conducted during 2 academic years, in the first year with 50 first-year student teachers who were exposed to a systematic enquiry model during three of their courses, then in the second year, with other 50 first-year student teachers with similar characteristics in the same conditions. The purpose was to establish the effectiveness of the model by analyzing the degree of reflexivity generated. Using a qualitative data analysis software, we evaluated their tasks, reflective essays on topics such as motivation for career or the pedagogical practice they attended during their first year of study, given at the beginning and at the end of their courses.

Data analyzed showed that in their approach of the issues, the student teachers followed the pattern of the model, they started reflecting in more depth, their essays ranging from very descriptive at the beginning to very analytical in the end, when they rendered as problematic almost any issue approached. At the same time, they discovered and uncovered personal beliefs about teaching, about the profession, about their actions in class and what was more interesting, about other teachers and student teachers’ actions.

In conclusion, we believe that approaching such a model of systematic inquiry as the one adapted to the ITE, we can encourage not only the practice of reflexivity in our student teachers’ learning and in their teaching actions, but we can also enhance abilities of emotional intelligence. Both can be employed to complement student teachers’ subject expertise and pedagogical skills. Without them, the value of knowledge as well as of teaching and learning tools can seriously diminish.

Keywords:

Reflexivity, emotional intelligence, model of systematic enquiry, ITE, LLL.