DEVELOPMENT OF A STRUCTURAL AND FUNCTIONAL MODEL FOR THE DEVELOPMENT OF THE EMOTIONAL INTELLIGENCE OF FUTURE HIGHER EDUCATION TEACHERS

Abstract

In the article the structural and functional model of the development of emotional intelligence of higher education teachers was developed, which contains theoretical and methodological, content-based, operational and activity-based, as well as productive and diagnostic components. Social mandate, educational requirements, methodological approaches, principles of professional training of future higher education teachers and educational regulatory documents are structural components of the theoretical and methodological component of the model and serve as the basis for development of the content of this training in the aspect of the development of emotional intelligence. The content component of the model consists of the requirements for the master’s (second) level of higher education, presented in the National Qualifications Framework; analysis of the activity of a higher education teacher, on the basis of which the professional qualities necessary for the organization of educational activities of students are defined; educational and professional program “Pedagogy at higher education institutions” for the training of higher education students of the second (master’s) level of higher education, which contains general and professional competencies and programmatic results of this training. It is shown that the necessary component of the integrative competence of a future higher education teacher is the competences associated with the developed emotional intelligence: the ability to identify own emotions (verbal or nonverbal) and other people (nonverbal perception or empathy); the ability to regulate emotions (own and of other people); the ability to use emotions in thinking and activities (flexible planning; creative thinking; switching attention; motivation). The structure of the operational and activity-based component of the model includes a two-component system for the development of the emotional intelligence of a future higher education teacher containing the basic (cognitive) component that functions in the form of forms, methods and means of basic training, and an active component in the form of technology for the development of the emotional intelligence of future higher education teachers based on emotionally colored contextual teaching a future profession to a high education teacher. The diagnostic component consists of criteria, indicators, levels and diagnostics of the development of emotional intelligence of a future higher education teacher.