The article aims at defining the expression of prospective teachers’ emotional competences and their readiness to develop pupils’ emotional competence, emphasising the necessity to reflect about one’s emotions under conditions of increasing tension. Having discussed the constructs of emotional intelligence, emotional competence and social competence, the attention is focussed on teacher’s emotional intelligence competence, its structure and content, aiming to research the expression of this competence empirically while students communicate with learners during their pedagogical practice.