FROM KNOWLEDGE TO EMPATHY: EMOTIONAL INTELLIGENCE AS A TRANSFORMATIVE PILLAR OF TEACHER EDUCATION

Abstract

The evolving landscape of teacher education demands educators who are not only knowledgeable but also emotionally competent, empathetic, and reflective. Emotional intelligence (EI), defined as the ability to perceive, understand, regulate, and utilize emotions constructively, has emerged as a pivotal competency for teacher preparation. This chapter explores the significance and implementation of EI in teacher education, situating it within psychological theory and practical pedagogy. It begins by examining definitions, theoretical models, and core components of EI, including self-awareness, self-regulation, motivation, empathy, and social skills, highlighting their relevance in both personal and professional domains. The chapter then discusses the role of EI in enhancing teacher-student relationships, classroom management, collaboration, and teacher well-being. Practical strategies for integrating EIthrough curriculum design, training workshops, mentorship, reflective practices, and technology-enhanced learningare presented alongside challenges such as limited awareness, resource constraints, overemphasis on content knowledge, and cultural variations. Finally, implications for policy, research, and future teacher training programs are outlined, emphasizing the transformative potential of EI. By prioritizing emotional intelligence, teacher education can move “from knowledge to empathy,” preparing educators capable of fostering inclusive, supportive, and thriving learning environments.