Emotional intelligence and mentoring in pre‐service teacher education: a literature review

In this article, the emerging discourse of emotional intelligence is discussed in relation to mentoring in pre‐service teacher education. Possible reasons for the neglect of emotion and affect in pre‐service teacher education, and in education more broadly, are discussed. The emerging focus on emotion in these fields is also examined in light of existing policy critiques. The dangers and pitfalls of using an emotional lens to look at the activity of mentoring are identified. The article focuses on policy and practice in relation to mentoring in pre‐service teacher education in Britain, although the issues it raises are pertinent in the wider international field.