ABSTRACT
This chapter argues that the prominence of emotions in new teacher discourse found in the EPL project data is such that it merits inclusion in any model of early professional learning. Yet it is a dimension that is comparatively neglected in the standards documents of the two recent teacher induction policies in England (TTA 2002) and Scotland (GTCS 2002). However, arguing for such inclusion generally in teaching and learning is neither new nor straightforward, for what also matters is how an emotional dimension might be conceptualized and for what purpose. Moreover, there are also issues around the affective in relation to cognition and values, as well as processes involving self and identity in early professional learning. What also needs to be addressed is the place of emotions in any model proposed by the EPL project, given its aim is to promote ‘ enhanced competence-based learning’: in particular, what might be the nature of such enhancement?
