The study is interested in evaluating the level of emotional competence for students who chose a teaching career and it recommends some efficient strategies of formative intervention. The research has been conducted on 210 students who are preparing for the teaching profession and has set the following objectives: evaluating the level of students’ emotional intelligence and maturity; finding the differences regarding the level of emotional intelligence and maturity, according to age, gender, and specialty; suggesting some efficient strategies of formative intervention for developing the emotional competence. The research results have a significant contribution to improving the initial teacher training programmes through the expansion of design strategies for different procedural instruments that facilitate the development of emotional competences.
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