**9. Statement of the problem**

Before being the ICSSR PDF Scholar in Pondicherry University, the teacher educator has worked as a school teacher for 2 years and teacher educator in college of education for 4 years. At those years, in his observation felt that in-service teachers as well as student-teachers were mechanical in their nature of work. Moreover, he observed the fact that the teachers and student-teachers were very less aware about the emotive cognition strategies in their teaching; the effect of emotions in cognitive functions and its influence on meaningful learning. They know little about state of emotions experienced by the students in the academic settings and their emotions in different academic situations such as learning in classroom, taking tests and exams, maintaining inter-personal relationship, completing assignments and projects. Positive activation emotions such as enjoyment, pride and hope, negative activation emotions of anger, shame and anxiety modulate the cognitive functions. Positive deactivating emotions such as relaxation, relief and contentment, negative deactivation emotions of boredom, disappointment and hopelessness also influence the cognitive functions. The effect of these four groups of emotions on teaching and students' meaningful learning have not been recognized in teacher education programme. In teacher education programme, understanding students' experiences in meaningful learning is essential for teacher educators to know how emotive cognition plays an impotent role in meaningful learning.

Teachers and student-teachers are emphasized to prepare teaching aids and design their teaching strategies to activate the cognitive domain of learners. They gave less importance or rather neglected in activating the affective domain while teaching and meaningful learning. As a consequence the researcher has realized the need for sensitizing these problems among student-teachers to think and reflect on the integration of affective and cognitive domains in their meaningful learning. The teacher education programme needs to implement the emotive cognition strategies among studentteachers. This application develops the empathy, interest, enjoyment, responsibility, problem solving ability, social cognition and meaningful learning among studentteachers. Teacher education institutions and the teacher educators are not much aware about emotive cognition strategies applications in their teaching. To understand the emotive cognition strategies on enhancing meaningful learning in teacher education programme is also a problem among teacher educators and student-teachers.

A critical consideration of quality teacher education programme for 21st century requires vigorous practice of emotive cognition strategies application in teaching develops meaningful learning among student-teachers, and it also builds cognitive competencies such as perception and attention, memory and learning, knowledge, decision making, problem solving ability, inter-personal skills and intra-personal skills among the future teachers [51].
