**10. Need for the study**

Teaching is an art to impart knowledge skills and inculcate behavior among learners. It requires various tactics to enhance learning. More understanding is needed of

how learners personally construe and construct their learning experiences [40, 52]. Especially in teacher education programmes, the provision of meaningful learning experiences for students is considered critical for ensuring the student-teachers understand what is to be learned [53]. Teacher education programme required investigation on meaningful learning among student-teachers to gain proper understanding about how student-teachers construct their knowledge, skills and behavior. This understanding could help educational policy makers and teacher educator to develop courses and strategies to enables richer and more relevant learning among student-teachers [54]. Nowadays there is awareness and increasing usage of the term "emotional intelligence". Emotional knowledge is an important part in teaching and so it is greatly needed to understand teaching and learning. Emotions have a profound influence on learners' perception, attention, memory and learning.

Traditionally, cognition and emotion are believed to be independent systems; however, research in the cognitive and neurobiological sciences have shown that the relationship between cognition and emotion is both interdependent and extensive. This intimate connection between emotion and cognition leads to a number of insights that have the potential to inform and transform educational practices at all levels from the classroom to the curriculum to educational policy [1]. The application of emotive cognition strategies in teaching develops strong inter-relationship between teachers and learners. It triggers cognitive functions on learning and creates conducive meaningful learning behavior among learners. Emotions play an important role in every cognitive function. The cognitive processes are sensitized, focused, invigorated, directed, broadened and sharpened by the emotions. The application of emotive cognition strategies in the classroom teaching and learning triggers the learners' feelings internally and externally towards various mental functions. Teachers also agree that students' participation in the class to learn meaningfully when they feel good about themselves and their lives. Emotions act as filters to form learners' desires, furnish learners capacities and to a large extent rule their immediate thoughts. However, deeper understanding is needed in teacher education programme that how student-teachers' emotive cognition behavior enhances their meaningful learning. In the area of teaching and learning many researches have been conducted separately on emotions or cognition aspects. But, a few researches have been conducted in combination with affective and cognitive domains. In this research, undergraduate student-teachers' affective and cognitive domains have been integrated to enhance their meaningful learning and it will produce a successful competent teacher with excellence for future learners.
