THE EMOTIONAL-INTELLECTUAL ASPECT OF THE PEDAGOGICAL DISCOURSE OF PRE-SERVICE PRIMARY SCHOOL TEACHERS

Abstract

In contemporary educational contexts, there is a growing need to advance the theoretical and methodological foundations for developing pre-service teachers’ competencies in effectively managing students’ active knowledge and skill acquisition. Particular attention should be paid to the emotional and cognitive dimensions of pedagogical interaction, which significantly influence the learning process. Within this context, pedagogical discourse can be defined as a system of interconnected pedagogical statements and communicative practices associated with teaching and learning processes, examined in relation to specific educational issues and to their coherence and interrelationships. Pedagogical discourse is a specific form of linguistic behaviour within the educational process, characterised by the purposeful and conscious use of language for communication, instruction, and personal development. Its effectiveness depends on the logical coherence and pedagogical appropriateness of communicative interactions, as well as on the teacher’s ability to stimulate and maintain students’ engagement in intellectual and verbal exchanges. In primary education, particular importance is attached to the teacher’s use of emotionally expressive linguistic means, which can positively influence pupils’ cognitive development, emotional responsiveness, imagination, and creative potential. The strategic integration of such language resources contributes to a supportive learning environment and enhances the effectiveness of educational communication. The linguistic expression of emotions is realised through a variety of verbal and paraverbal means, including phonetic features, speech intonation, word-formation patterns, emotive vocabulary and phraseological units, syntactic structures, and other communicative characteristics of speech. The integration of these expressive resources enhances both the cognitive and affective perception of information, thereby optimizing the learning process and increasing its effectiveness. In primary education, the use of emotionally rich language should align with the developmental characteristics of young learners’ emotional development. These characteristics include the progressive development of emotional intelligence, the increasing depth and stability of emotional experiences, greater awareness of one’s own emotions and those of others, the emergence of intellectual emotions, the development of voluntary emotional regulation, and the formation of stable emotional-personality traits. Consideration of these developmental factors enables teachers to create emotionally supportive learning environments that foster both academic achievement and socio-emotional growth. Emotional intelligence is a fundamental component of pre-service teachers' professional competence, as it significantly enhances the effectiveness of educational communication and pedagogical interaction. The ability to recognize, understand, regulate, and appropriately express emotions enables teachers to establish positive relationships with learners, create supportive classroom environments, and respond effectively to students’ individual needs. In the context of primary education, emotional intelligence contributes not only to successful teaching and learning processes but also to the