FICTION AS A RESOURCE FOR DEVELOPING THE EMOTIONAL INTELLIGENCE OF FUTURE LANGUAGE TEACHERS IN THE CONTEXT OF THE WAR IN UKRAINE

Abstract

The article focuses on the problem of developing emotional intelligence in future language teachers in the context of full-scale war in Ukraine. The authors have developed a structure of emotional intelligence for future language teachers, consisting of cognitive, emotional-perceptual, reflective, value-semantic, and practical-activity components. It is noted that the cognitive component of the developed structure covers knowledge about the essence and functions of emotions, as well as their manifestation in human behavior. For future teachers, it manifests itself in the ability to understand students' emotions and interpret nonverbal signals in the process of pedagogical interaction. It is described that the emotional-perceptual component determines the ability of a future teacher to perceive, recognize, and interpret the emotional states of students in the process of communication. The reflective component involves future teachers becoming aware of their own emotional reactions, critically analyzing them, and being able to self-correct their behavior in accordance with the pedagogical situation. Considerable attention is focused on the value-semantic and practical-activity components, which reveal the emotional intelligence of future teachers as a resource for stress resistance, self-regulation, and emotional stability in wartime conditions. It has been proven that the proposed structure of emotional intelligence consists of interrelated components that form a holistic, internally connected, and dynamic system that reveals the mechanisms and specifics of the formation of emotional intelligence specifically in future teachers of Ukrainian and foreign literature. A survey was conducted among 30 bachelor's degree students at the Faculty of Philology and Journalism of the Volodymyr Hnatiuk Ternopil National Pedagogical University. The survey aimed to confirm that systematic reading of literary works is an important tool for developing the emotional intelligence of philology students and contributes to the development of personal resilience in conditions of full-scale invasion.