METACOGNITIVE REFLECTIVE PRACTICES AND THE PSYCHOLOGICAL DEVELOPMENT OF EMOTIONAL INTELLIGENCE IN PRE-SERVICE TEACHERS

Abstract

The study examines how metacognitive reflective practices support the psychological development of emotional intelligence in pre-service teachers. Using a qualitative, literature-based approach, it synthesizes theoretical models and empirical research to identify how reflective strategies enhance self-awareness, emotional regulation and professional identity. The article highlights the importance of mentorship, scaffolding and mindfulness-based interventions in strengthening emotional and metacognitive competencies. It argues that structured, continuous reflection not only promotes personal growth but also improves classroom interactions and professional readiness. Integrating these practices into teacher education is essential for preparing emotionally resilient and effective educators.