Expression of Pre-service Teachers’ Emotional Competency in their Educational Practice

Abstract

Nowadays rapid and complicated development of the world challenges pre-service teachers and their competencies. The article aims at defining the expression of future music teachers’ emotional competency, emphasising the necessity to reflect on one's emotions in educational practice, while they communicate with school learners. The results of qualitative content analysis also highlighted the factors, which predetermine professional self-determination of teachers of music to be. Twenty-three 4th year students (pre-service teachers) involved in the programme of music education at Lithuanian University of Educational Sciences participated in the research, which aimed to compare students’ assessment with that of practice supervisors.

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