The present lecture aims to highlight the role of in Emotion in Education. In recent years, Emotion has gained increasingly greater attention in the study of educators professional development, at least in part, because teaching is an emotional practice.

Due to the understanding that teacher's role activities are embedded with varied cognitive, emotional and behavioral aspects, which are inter-connected in any analysis of the teacher role. During the past ten years, there has been an increase in the number of scholars investigating emotions in educational contexts. Journals publish high level of emotion research leading to growing impact on society in general.

Researchers suggest that multiple emotions in both students and teachers should be considered when reflecting on educational problems which are patterned in complex ways within individuals, and the socio historical context. Findings indicate that emotions impact students' and teachers' interaction, performance, and personal professional development, hence emotions are of significant for educational institutions and of society at large.

Studies conducted pose challenging questions aiming to suggest teachers how to develop awareness and ways of dealing with emotions in teaching. Therefore, the purpose of this lecture is to shed light on several emotional aspects in Teacher Education found by researchers who take variety of perspectives in our era of standardization, accountability and testing.

This presentation emerged from the premise that sport has an educational dimension. Therefore, educators have a responsibility to meet their students’ complex individual whenever feasible. There is a need for professional development programs for educators aimed at achieving this educational approach. We present a study on an original professional development program, referred to as `Lovecircles` aimed at filling this gap of knowledge. `Lovecircles` is grounded in holistic-humanistic theories and views emotions as an integral part of educators' overall growth, essential for creating an atmosphere of trust with pupils and for conducting empathic and respectful teacher-pupil dialogue.

Teachers whose training has been based on pedagogy focusing on imparting knowledge might nevertheless face a need to deal with unexpected challenging situations. This study stems from the belief that enhancing first year teacher in practicum (TP) awareness of their responsible, autonomic, and reflective role and the impact it might have on pupils, is essential for their career development and outcomes for the children. It is also prepare them to be ready to meet students and teach according to "New Horizon" reform as expected from them as new teachers in the Educational system in Israel.

The present study aims to respond to challenges faced by Physical Education teachers at their induction and first year of teaching. The study had two stages. The first stage focuses on the induction year and the second stage on the first year of teaching. In this lecture the results of the first stage of the research will be studied, in light of the comparison between both stages, the induction year and the first year of teaching. This might enhance the understanding concerning the effectiveness of the ‘Lovecircles’ approach for integrating emotion in teacher education.

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