The Emotional Dimension in Becoming a Teacher

  • Geert Kelchtermans
  • Ann Deketelaere


Over the past 15 years, emotions have been recognized by an increasing number of educational researchers as essential in education and schooling. This also applies to the situation of student teachers. The process of becoming a teacher is highly emotional. In this chapter Kelchtermans and Deketelaere present what international educational research has found out so far about the emotions in student teachers’ lives and in the process of becoming teachers. First they discuss the complexity of defining the emotional, the identification of individual emotions and their relation to behavior. Next they unravel the fundamental relational nature of teaching and learning to teach and the part of emotions in it. Extensive attention is paid to student teachers’ self-understanding and beliefs, their appreciation of subject content and experiences in practical teaching as related to emotions. The final sections of the chapter tap into the pedagogical practices and strategies that can be used in teacher education programs to help student teachers explore the inherent emotional dimension in their learning process as well as in their (future) job.


Teacher Education Negative Emotion Student Teacher Emotional Experience Prospective Teacher 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.



The authors gratefully acknowledge the contribution of Anouck Gierts to the identification and selection of the relevant literature.


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Copyright information

© Springer Science+Business Media Singapore 2016

Authors and Affiliations

  1. 1.Centre for Educational Policy, Innovation and Teacher EducationUniversity of LeuvenLeuvenBelgium
  2. 2.Centre for Medical Education/Center for Educational Policy, Innovation and Teacher EducationUniversity of LeuvenLeuvenBelgium

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