Pre-service teacher training:

Introducing the development of emotional intelligence into the curriculum … preparingstudents to work in an inclusive education

system in South Africa?

ANSIE E KITCHING

NORTH-WEST UNIVERSITY

SOUTH AFRICA

Dream and reality within the South African context …

The hideous past is behind us … since 1994

The dream that is beginning to realise:

Living and working together in a New South Africa

There are still many challenges ahead of us !!

POVERTY

Unhealthy living conditions

The dream for inclusive education in South Africa is described as

a practice of promoting the participation and competence of every

learner, regardless of age, gender, ethnicity, language, class, disability,

HIV status.

Inclusive education as part of the dream

The dream can only be realised in a unified education system

in which all role players work together and are supported in creating learning communities that meet the diverse needs of every learner in South Africa Eloff & Ebersohn 2004

•

Inclusive education therefore challenges teachers to:

- rethink their roles in terms of the changes theyface in working within the new education system;

- be active participants in the change process;work together in teams to address the challenges posed; and

- promote school and classroom cultures that welcome, appreciate and accommodate diversity.

Swart & Pettifpher (in Engelbrecht and Green 2001

Elaine McCreery 2004

Teachers have to juggle the multiplerealities and conflicting experiences of a diverse society.

The effective teacher is not unlike the stand-up comedian:

“ reading the audience and adapting to the local scene, but with much more at risk …”

AttitudesBeliefs Feelings

are the vital ingredients for dealing with the challenge of diversity.

What do teachers need most to accept the challenge?

Values such as open-mindedness, inclusion and respect are more

likely to be achieved when a curriculum fosters the

development of emotional intelligence.

(Sherlock 2003)

Motivation for including development of emotional

intelligence in the curriculum

Knowledge insufficient to prepare teachers for the challenges –

Academic or cognitive intelligence on its own is poor preparation for the emotional challenges that you will meet during your career …

(Brian McMullen 2003)

Goleman: categoriesSalovey: Domains of emotionalintelligence

•Emotional self-awareness

•Manage emotions

•Self-responsibility and control /Motivation

•Empathy / Emotion in others

•Handle relationships

How facets of EI was included in the 2005 curriculum

Acquisition of knowledge about important constructs of intrapersonal and interpersonal functioning presented in reading material and class discussions

Knowledge alone, therefore, is not sufficient.

4 Workshops

1 Me, myself and I (3 hours) – Assessmentof personality MBTI

2 Dealing with dangerous minds –the story of Ms Johnson (3 hours)

3 On purpose (10 hours) – motivating for a focused meaningful life

Experiences that facilitated the development of EI competencies

4 Inclusive education – a Drama in three acts

Consisted of three parts

1 From past to future – how the education system changed – a narrative

2 Video footage of learners who experience barriers to learning and interviews with teacher and a class assistant

3 EI development exercises adapted from Galenkamp et al.

Self: Meaning of life Self-regulation: Feelings– toughts– behaviourEmpathy : Observation positions

Live-into other’s position

Confict: dramatriangleVictim – prosecutor - saviour

Social skills

EXERCISES

WAARNEMINGSPOSISIES

EK ANDER META

I OTHER META

Egosentries Altruisties VerwyderdEgocentric Altruistic Distanced

Emphaty

Live-in exercises:

• Girl with spinal atrophy in wheelchair

• Boys with attention deficit irritating girls in multicultural class

• Boy with Down’s Syndrome

Taking a different stance :

ME OTHER

Resistance to change

Exercises

Application of knowledge and experiences

Assignments included

• Collage of self

• Own Johari window

• Self reflections

• Self regulation exercises

• Assertiveness exercises

• Empathy exercises

COLLAGE EXAMPLES

EXPLANATION COLLAGE 1

The transparant area on which the racket and clamp areis mounted reflects light that indicates the

light of God in me that I want to reflect to others. I want to be so transparant that others will trust me.

The tennisracket indicate that I am a balanced person who loves to play tennis to relax (see, I am not all work and no play!).

The straight lines simbolise rules and regulations, principles, norms and values that give direction to my life.

The blue colour scheme reveals my calm nature and the red and orange colours of the racket indicate that there are passions and emotions present in my life that influence my behaviour.

The yellowish colour scheme represents the positive things in my life and the friendly people with whom I associate myself.

The blue clamp was chosen because I am helpful but do not want to be too visible due to my serving nature – it is my pleasure to help others to succeed!

Computers do not rule my life, but are always woven into the background. I try to be on top of technological developments in the world. I use it for purposes of work and play. The hidden computer represents the fact that I do not make my achievements known to others.

EXPLANATION COLLAGE 1 Continues

EXPLANATION COLLAGE 2 I have chosen to make a collage, because it

is almost as complex and confused as I am myself.

Each picture in my collage represents who I am , what I like and and dream about …

A beautiful car – I cannot wait to have my own …

Lovely shoes and handbags.

My dream house with a view of the sea – I want to have my family there on the beach on Christmas eve, with the smell of the sea in the air and the roar of the waves in the bacground.

I love my labradors – all three of them.

I like shiny things – not gold but silver.

Self-reflections:

Looking in the mirror inside

THEMES

Loss / Jealousy/Pain / Uncertainty about the future /Joy / Excitement / Passion / Fear of change / Perfectionism

The self-reflections help me to understand why I act the way I do; now I feel I will be able to achieve more, now that I understand why I react the way I do …

Findings after the workshop on inclusive education

256 student gave feedback after the final workshop. All these students attended the other workshops.

At the end of this final workshop:

158 students indicated they they accepted the challenge to work in an inclusive environment;

51 students indicated that they had pre-conditions and considered themselves neutralto inclusive education; and

47 students were still negative towards inclusive education.

SHIFTS IN ATTITUDE TOWARDS INCLUSIVE EDUCATION FROM

POSITIVE TO VERY POSTIVE NEGATIVE TO POSITIVE

Rationale for the change

• From external locus of control to internal locus of control

• Acknowledge the right of the learners

• Realise that attitude of teacher makes avast difference

i

• Inclusion gives perspective on the real world

• It is a team effort, not a one-personshow

• Positive influence on learners

Rationale (continued)

Negative attitude

• Feel sorry for abnormal/normal child

• Consider time spent to care for people with disbilities wasted

• Stuck in own perspective

• No empathy

• Impatient

• Use correct terminology but do not internalise and apply

Positive attitudePresence of emotional competencies clearly indicated

Negative attitudeAbsence of emotional competencies indicated

CONCLUSION

Positive attitude (conclusions)

The development of empathy enhanced through live-in exercises contributed mostly to the shift.

The development of a positive attitude is a dynamic interactive process that may be initiated by the development of one domain which may then influence other domains.

Triangulated with individual interviews

Recommendations for 2006

Development of a programme that develops emotional competencies more effectively within a specific model, e.g. The ECI Goleman & Boyatzis that forms an integrated part of curriculum rather than being presented as add-on’s.

“A new vision of excellence and a vital new curriculum for life that can change the future for us and for our children …”

Comment by New York times on the work of Dr Daniel Goleman

EMOTIONAL INTELLIGENCE

IN THE TEACHER TRAINING

CURRICULUM