The necessity of teaching prospective pre-service teachers emotion regulation strategies during their professional development

Abstract

It is well recognized that a primary school child is reliant on his teacher from the moment he arrives, and that the teacher's emotional stability has an impact on the youngster's education and upbringing. The paper examines the necessity of teaching prospective pre-service teachers emotion regulation strategies. The notion of emotion regulation and the strategies for regulating emotions in accordance with J. Gross's model are explained, along with a theoretical examination of the subject. The article's goal is to evaluate the emotional management skills of prospective pre-service teachers-students according to Raivich K. and Shatte E. model and present emotion regulation strategies and discuss those strategies chosen by students. The article examines the tasks that cause students' positive or negative emotions as well as the dynamics between students and teachers. Twelve prospective pre-service teachers-students who volunteered to participate in the study were students at Kyzylorda University's "Pedagogy and Psychology" bachelor's degree, named after Korkyt Ata. The research issue of the study was addressed through the use of a focus group discussion approach. Thematic analysis was carried out, research data were coded, and findings were collected. It was concluded and discussed as a result that prospective pre-service teacher-students struggle with emotion regulation. Limitations of the study and suggestions for more research were provided at the conclusion of the project.