Theatre Approach in Cultivating Emotional Intelligence of Students at the Institute of Teacher Education

Abstract

This article aims to evaluate the effectiveness of the theatre approach as a strategy for fostering emotional intelligence among students at the Teacher Education Institute (IPG). The study focuses on the three main components of emotional intelligence, namely self-awareness, empathy and social skills, as well as how theatre activities can support the development of these competencies. The study employs a qualitative methodology, specifically a case study, involving 30 second-year students from the Drama Education course. Data were collected through observation, semi-structured interviews, and written reflections, then analysed using thematic analysis methods to identify changes in students' emotions, social interactions, and reflection processes throughout their participation in theatre activities. The findings indicate that emotional improvisation serves as a mechanism for enhancing students' self-awareness and emotional regulation. Furthermore, role-playing activities cultivate empathy by allowing students to engage with and appreciate the perspectives of diverse characters. Mini-drama performances contribute to the development of social skills, emphasising the importance of collaboration and effective communication. Additionally, reflective discussions provide a framework for students to deepen their understanding of their emotional experiences in a comprehensive manner. The study highlights the notion that theatre transcends its traditional role as an artistic medium, functioning as a significant pedagogical tool for developing the emotional intelligence of teacher trainees. Consequently, it is imperative for the IPG curriculum to incorporate more systematic opportunities for integrating theatre as an experiential learning approach. This integration is essential for cultivating teachers who are not only empathetic and emotionally mature but also adept at managing interpersonal relationships within the educational environment.