Інтерактивні методи навчання як фактор формування емоційного інтелекту майбутніх педагогів

Abstract

Розглядаються функції педагогічного спілкування та аналізуються прояви емоційного інтелекту у кон-тексті його інтерактивної сторони, що є важливим чинником ефективної саморегуляції у професійній діяль-ності педагога. Наведено результати емпіричного дослідження, спрямованого на виявлення особливостей реа-лізації емоційної складової професійного спілкування студентів. Окреслюються шляхи розвитку емоційного інтелекту майбутніх педагогів у навчальному процесі в умовах вищої школи. The article is concerned with one of the topical problems of modern higher education, namely future teachers training for efficient work. The importance of educational communication for the organization and implementation of the educational process at school is emphasized. The functions of educational communication are considered and manifestations of emotional intelligence in terms of its interactive component, which is an important factor in effective self-regulation in teacher’s work, are reviewed. The results of empirical research aimed at identifying implementation peculiarities of the emotional component of students’ professional communication are represented. The central problems and difficulties in this process are reviewed; their origins and possible ways of their elimination are studied. The ways of developing future teachers’ emotional intelligence in training process at higher educational institutions are outlined. The content and significance of interactive teaching methods in future professionals’ personality formation, their role in the development of teacher’s active attitude in further self-improvement are characterized. The article also represents the example of interactive means use aimed at expanding the range of effective methods and means of forming the components of future teachers’ emotional intelligence. It was concluded that interactive methods use in training allows to engage students in interaction when solving professionally significant problems, provides conditions for improvement of everyone’s mental activity as well as facilitates students’ orientation at achieving collective result, which cannot be achieved without their active cognitive and emotional interaction. Theoretical and practical perspectives of interactive teaching methods use in terms of the whole process of future teachers training are outlined.