Abstract:

The aim of this studyis  to describe the social-emotional expertise and emotional literacy skill levels of the preservice teachers and analyse the data in terms of different variables. The study was conducted with 620 preservice teachers who were selected using stratified sampling method and as the data collection tools, “Social-Emotional Expertise Scale” and “Emotional Literacy Skill Scale” were used. The analyses of the data indicated that the preservice teachers generally have high levels of social- emotional expertise and emotional literacy. When the demographic variables are examined, there are statistically significant differences in both social-emotional expertise and emotional literacy skills scores based on the gender, department type and grade levels. The results of the correlation analysis show that there is a highly significant positive correlation between the social-emotional expertise of the pre-service teachers and their emotional literacy levels. Possible explanations of the results, limitations, and suggestions for the study are discussed.

Keywords: