Academic journal article Modern Journal of Language Teaching Methods

The Nexus between Reflective Teaching and Teachers' Emotional Intelligence

Academic journal article Modern Journal of Language Teaching Methods

The Nexus between Reflective Teaching and Teachers' Emotional Intelligence

Article excerpt

1. Introduction

The relationship between reflective teaching and EI has primarily been overlooked in educational and organizational research. Studies have been carried out about the possible relationship between emotional intelligence and effective teaching but they are inadequate to show the promurent role of emotional intelligence hr teaching. The relationship between reflection and emotions is one that is recognized but it is not described (Moon, 1999). Even though, until now, we know of no empirical evidence which show whether having higher levels of measured emotional intelligence is related with level of teachers' reflectivity among English language teachers.

Up till now, many scholars beheved reflection is rigorously a cognitive process. Emotions are regarded as a part of the reflective process which influence on how one reflects and its ramification (Moon, 1999). Bar-On (2004) hurts to a relationship between both constructs. Similarly, Goleman (1995) affirms that experiential learning and habitual self-reflection improve emotional competencies. He maintains that reflective thought affects individual emotional intelligence. But they had not presented empirical evidence for their affirmation (Mitchell-White, 2010).

Learning requires reflection. Reflection influenced by emotion leads to a greater opportunity for expanding one's strength of knowledge and awareness as it goes beyond the cognitive domain. Likewise, reflection and thinking do not happen without emotions (Dewey, 1933, 1944). Dewey indicated that attitudes and feelings are complicatedly connected to reflection and learning and cannot be splited.Therefore, for a perfect depiction of individual learning, scholars should attend to emotions and reflection simultaneously when evaluating the nature of learning and the value eachparadigm brings to the adult learning context (Mitchell-White, 2010). Reflection reinforce the improvement of emotional intelligence and cognitive growth (2010).

Learning cannot take place without engaging the affective realm (Dewey, 1933). An individual's ability to learn go beyond the cognitive level, according to Dewey: "There is no integration of character and mind unless there is fusion of the intellectual and the emotional, of meaning and value, of fact and imaginative running beyond fact into the realm of desired possibilities" (Dewey, 1933, p. 278).

Advocates of the social emotional instruction movement would dispute that training teachers in the concepts of El, and employing its framework as an application for instruction will influence not only students' emotional growth, relationship skills, and responsible decision malting, but also their academic achievement and adult success.

Schools are not just dispensaries of prior knowledge, social emotional scholar would dispute; they also should teach students how to learn, to use skills for problem solving and critical thinking to new setting that will come to tight in the course of their work and personal lives. Schools, because of the social nature of their organization, are a natural setting for social instruction (McCuin, 2012).

Regarding to second language learning, 'intelligence in its traditional definition, intelligence may have tittle to do with one's success as a second language learner: people within a wide range of IQs have proven to be successful in acquiring a second language. But Gardner attaches other important attributes to the notion of intelligence, attributes that could be crucial to second language success' (Brown, 1997, p.109). Finally, the EQ (emotional quotient) make known to pubhc by Goleman may be far more influential than any other element in accounting for second language success both in classrooms and in untutored contexts (p.110). 'Educational institutions have recently been applying Emotional Intelligences' to a variety of school-oriented context' (1997).

Considering the role of emotional intelligence in education, affective factors that relate to learning and especially second language learning such as having high self-esteem, motivation, empathy with others, and being risk taker are sub components of emotional intelligence. …

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