Fostering the Emotional Intelligence of Teacher Trainee Through the Ansur Maju (AM) Approach through Theater Activities in Education

Abstract

This article underscores the critical need to enhance Emotional Intelligence (EQ) in teacher training, especially in the post-pandemic landscape, which demands that prospective teacher’s trainee possess greater emotional and social stability. It focuses on the use of Theatre in Education (TDP) as an experiential intervention that fosters emotional and social guidance, enabling participants to explore their emotions, cultivate empathy, and enhance social interactions through structured dramatic activities. To ensure the safe and effective implementation of TDP, this study incorporates the Ansur Maju (AM) method. This step-by-step framework organizes exercises from simple to complex, gradually building participants' confidence while alleviating social anxiety. The study sets forth two primary objectives: first, to develop and implement an AM-based TDP module tailored for student teacher training; and second, to assess how participants’ experiences during the intervention reflect the development of EQ in line with Goleman’s theoretical framework five dimensions: self-awareness, emotional management, self-motivation, empathy, and social skills. The findings reveal that participants demonstrated notable improvements in self-awareness and emotional management through reflective practices, interview responses, and activity observations. Furthermore, they enhanced their empathy and social skills through collaborative group work and role-playing exercises. The implication of this research is that TDP, when implemented through the Ansur Maju method, offers a practical and structured approach within teacher education curricula. This method has the potential to holistically cultivate EQ, mitigate emotional stress during training, and facilitate the application of emotional skills in real classroom settings.