Особливості формування емоційної культури майбутніх учителів початкової школи

Abstract

У статті визначено особливості та педагогічні умови формування емоційної культури майбутніх учителів по-чаткової школи, а також різні підходи до з’ясування педагогічних умов ефективності навчально-виховного процесу в системі вищої освіти. Диференційовано такі педагогічні умови: емоціогенна спрямованість змісту навчальних ди-сциплін, залучення студентів до активної творчої діяльності, в тому числі проектної.е.Some important features and pedagogical conditions of forming emotional culture in primary school teachers, as well as different approaches to determination of pedagogical conditions of educational process efficiency in higher edu-cation are revealed and described. The following pedagogical conditions are considered as the most important for the formation of future teachers’ emotional culture: stress-inducing (emotiogenic) contents orientation of subjects; engaging students to creative work, including project activities. Pedagogy owns certain experience and a number of different ap-proaches to revealing pedagogical conditions of educational process efficiency in higher education. Pedagogical condi-tions of forming future primary school teachers’ emotional culture are considered to be a set of objective possibilities of syllabi, methods and organizational means, which ensure the successful implementation of tasks aimed at future pri-mary school teachers’ emotional culture formation. Properties of human emotionality characterize his/her attitude to the phenomena and objects of the environment, expressed in the symbolic modality of the dominant emotions. In this regard, it is important to know what causes positive emotions, what kind of subjects and situations stimulate them. Emotions refer to the processes of internal regulation of behaviour, therefore as a subjective form of needs expression, they precede activities aimed at their satisfaction, encouraging and directing them. Different researches in the field of empathy are conventionally divided into diagnostic (which measure the level of empathy abilities) and psychological (which develop methods of empathic abilities development). Empathy is considered as understanding other person’s emotional state in the form of sympathy. Empathy is based on emotional identification, i.e. the ability of a teacher to feel sympathy, ability to enter pupils’ inner world and understand it. Empathic ability of a teacher manifests itself in such characteristics as respectful attitude towards children, taking care of them, interest in their lives, kind-heartedness, emotional perception and understanding. It is considered as one of the most important components of emotional culture.