Abstract:

Teachers’ competencies are intertwined with the professional knowledge and abilities of teachers, but also different from them. It is necessary to examine teachers’ core competencies in response to the question of “teachers as teachers”, “professionalism of teachers’ professions”, and practical needs for nurturing students’ core competencies. Teachers’ core competencies have not only general literacy characteristics, but also its own special requirements. It is closely related to the teachers’ personal growth, life and education experience, and also gradually enriched and improved in teachers’ constantly explore and self-reflection in their own workplace. Among them, teacher’s love and belief in the profession, as well as the related internal affective qualities and externalized affective abilities, are the fundamental and core qualities that support and drive teachers to become a qualified and excellent teacher. In the pre-service normal students’ training process, exploring ways to cultivate teacher students that highlight professional feelings, setting up special courses on teacher emotional literacy, establishing a long-term system for improving teacher students’ emotional literacy and related evaluation and screening mechanisms, and focusing on teacher student internships interaction with students and educational guidance in affective relations, etc. are possible ways and aspects needed to be paid attention to improve the emotional literacy of normal students.

Key words: teachers’ core competencies, teachers’ affective literacy, affective education, cultivation of pre-service normal students