/library/oar/handle/123456789/119159 Fri, 26 Dec 2025 22:02:35 GMT 2025-12-26T22:02:35Z /library/oar/handle/123456789/109157 Title: Editorial [International Journal of Emotional Education, 15(1)] Authors: Cefai, Carmel 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. Sat, 01 Apr 2023 00:00:00 GMT /library/oar/handle/123456789/109157 2023-04-01T00:00:00Z /library/oar/handle/123456789/108543 Title: Affective and emotional experiences in arts-based service-learning environments Authors: Jacobs, Rachael Abstract: Dewey (1938) once wrote that the most effective forms of learning connect intellectual processes with emotion, which is able to inspire curiosity and excite the learner. This paper adds to the body of research that attests to the transformative role of affect in teacher education, which is able to be cultivated through arts-based service-learning experiences. Pre-service teachers at two universities in Sydney, Australia were placed in service-learning settings that were based around participatory experiences in drama and storytelling, music, dance or visual art. The pre-service teachers’ reflections on the placement revealed a transformative experience which combined emotional learning with critical analysis of social justice issues as they relate to education. As part of their placement, they experienced arts engagement that utilised affect and emotion as a transformative pedagogy. They broadened their understanding of the role of teachers, both in an institution and in society. These emerging understandings led them to find voice as advocates, investigate arts education and community projects as alternative career paths and re-evaluate their own perceptions of quality teaching. Some participants continued engaging with the community arts projects after the placement had concluded, and others became advocates for the arts in education and society. Finally, they adopted a critical stance on social justice issues, and shed light on the ways that arts learning service-learning placements can become deeper engagements, leading to sustainable benefits for all parties. Sat, 01 Apr 2023 00:00:00 GMT /library/oar/handle/123456789/108543 2023-04-01T00:00:00Z /library/oar/handle/123456789/109161 Title: Promoting socio-emotional skills in initial teacher training : an emotional educational programme Authors: Caires, Susana; Alves, Regina; Martins, Ȃngela; Magalhães, Patrícia; Valentec, Sabina Abstract: Developing socio-emotional skills is essential for improving university students’ quality of life and subjective well-being. These skills also play a crucial role in initial teacher education, as they are responsible for their students’ cognitive, emotional and social development. The objective of the present study is to analyse the perceived impact of an emotional education programme for teachers in training. A total of 56 student teachers, from seven different master’s degree programmes, completed a six-session programme. The evaluation was conducted through an experiential portfolio, which included the challenges and dynamics experienced in terms of emotional experience, the meaning of these experiences, and the difficulties and gains. The results revealed that, despite some difficulties, participation in the programme was considered by the participants as contributing to their emotional literacy, such as the ability to express and understand their own emotions and those of others, and to a growing sense of empathy and connectedness. This study highlights the importance of continuously investing in teachers’ socio-emotional growth and competence during their training and teaching careers. Sat, 01 Apr 2023 00:00:00 GMT /library/oar/handle/123456789/109161 2023-04-01T00:00:00Z /library/oar/handle/123456789/108605 Title: A multi-component curriculum to promote teachers’ mental health : findings from the PROMEHS program Authors: Cavioni, Valeria; Grazzani, Ilaria; Ornaghi, Veronica; Agliati, Alessia; Gandellini, Sabina; Cefai, Carmel; Camilleri, Liberato; Bartolo, Paul A.; Tatalović Vorkapić, Sanja; Golob, Lana; Poulou, Maria S.; Martinsone, Baiba; Supe, Inga; Simões, Celeste; Lebre, Paula; Colomeischi, Aurora Adina; Rusu, Petruta; Acostoaie, Lidia; Vintur, Tatiana; Conte, Elisabetta Abstract: In the last two years, a growing number of studies have focused on the promotion of students’ mental health to address the negative effects of the COVID-19 pandemic. However, less studies have been conducted on sustaining teachers’ mental health which has been affected by the sudden changes in online teaching and the difficulties in keeping and building relationship with students. Even before the pandemic, teaching has long been recognised as one of the most challenging occupations characterized by high levels of stress. Although the research highlighted the key role of mental health promotion among teachers, there is still a lack of programs enhancing teachers’ wellbeing. This study examined the impact of the PROMEHS program, a school-based curriculum, on teachers’ mental health. A total of 687 teachers participated in the study. Applying a pre- and post-training study design with experimental and waiting list groups, teachers were evaluated in social and emotional learning, resilience, and self-efficacy. The results showed that there was a significant improvement in all competences of the teachers in the experimental group compared to those in the waiting list group. The paper discusses the implications of the findings with recommendations for further studies in the area. Sat, 01 Apr 2023 00:00:00 GMT /library/oar/handle/123456789/108605 2023-04-01T00:00:00Z