scholarly journals Emotional Intelligence in Law Students: Relevance of Development

2021 ◽  
Vol 8 (4) ◽  
pp. 626-646
Author(s):  
I. A. Martynenko ◽  
N. N. Karandasheva
Keyword(s):  
Emotional Intelligence ◽  
Professional Competence ◽  
Law School ◽  
Professional Activity ◽  
Emotional States ◽  
School Students ◽  
Depth Analysis ◽  
Important Quality ◽  
Study Process ◽  
Law Student

The article focuses on the need for the development of emotional intelligence as the most important quality of professional competence of a future legal specialist, manifested in personality-oriented activities. The authors provide an in-depth analysis of the literature on the topic and describe the results of their empirical research that reveals the level of emotional intelligence of law school students. The results obtained allow us to conclude that the development of emotional intelligence denotes the ability to be aware of one’s emotions, recognize the emotions of other people, manage their emotional states, allow a law student not only to successfully adapt to environmental conditions, constructively build interpersonal interaction, but also effectively manage difficult life situations, to successfully cope with various life difficulties. The listed qualities then become the basis of his successful professional activity. Current terms of remote study process and work create new challenges for testing the emotional intelligence. The authors suggest ways of solving the problem of emotional intelligence development in modern conditions.

scholarly journals Street law for Czech and Slovak young Roma musicians

2016 ◽  
Vol 23 (3) ◽  
pp. 149
Author(s):  
Michal Urban ◽  
Hana Draslarová
Keyword(s):  
High Schools ◽  
Business Schools ◽  
Law School ◽  
Law Students ◽  
Teaching Methodology ◽  
School Students ◽  
Public And Private ◽  
Recent Graduates ◽  
Law Student ◽  
Law School Students

<p align="JUSTIFY">For almost seven years, Street Law has been a part of the curriculum of the Prague Law School. Over the years, law students have taught law at public and private grammar schools, high schools, business schools and also some vocational schools, mostly located in the Prague region. They were all secondary schools and predominantly ethnically homogenous, since members of the largest Czech minority, the Roma, for various reasons hardly ever attend these schools. Last summer, however, a group of Prague Law School students and recent graduates travelled to Eastern Slovakia to organize Street Law workshops for Roma teenagers. This text tells the story of their journey, reflects their teaching methodology and experience and offers a perspective of a law student participating in the workshops.</p>

scholarly journals The Professional Competence Formation of High School Students based on the System Approach.

2019 ◽  
Vol 14 ◽  
pp. 3057-3064
Author(s):  
Maral Yessekeshova ◽  
Isakova Gulnur ◽  
Seilkhan Gulzhakhar ◽  
Kaltayeva Gulnar ◽  
Bermukhambetova Botagoz
Keyword(s):  
High School Students ◽  
System Approach ◽  
Professional Competence ◽  
Thinking Skills ◽  
Educational Process ◽  
System Thinking ◽  
Professional Activity ◽  
School Students ◽  
Study Results ◽  
Competence Structure

This study addresses the issue of implementing a system approach during the  higher school specialists preparation, which effectively leads to their professional competence formation. The study results   of higher education teachers professional difficulties in the interaction  with the educational process participants are presented. The training technology on the system approach basis creates conditions for the learning process participants’ activities systemic organization, as well as for the system thinking skills and the system approach developing in cognitive, practical and other ongoing and forthcoming activities. An important factor in the future specialists’ professional competence formation  is an indicative basis formation for their future professional activity. The professional competence structure and components characteristic are given. Examples are also presented, that demonstrate the professional competence formation implementation with a focus on current society needs. There is a description of the students’ considerable professional competence increase after its formation methods correction.

Taking Clinical Legal Education from Classrooms to Streets: A Practical Perspective to Solving Social Problems

2018 ◽  
Vol 5 (2) ◽  
pp. 137-151
Author(s):  
Cosmos Nike Nwedu
Keyword(s):  
Legal Education ◽  
Law School ◽  
Court System ◽  
School Students ◽  
Analytical Perspective ◽  
Critical Issues ◽  
New Ideas ◽  
Law Student ◽  
Education Justice ◽  
Law School Students

Whenever the discourse of clinical legal education (CLE) ascends, the likely injudicious assumption that may come to one’s mind, especially of a layman is that, it concerns only classroom or clinically confined pedagogy marked by simulations; in-house law student learning activities that end up with their regular experiences of the learning processes. However, CLE in reality, beyond parochial thinking is a socio-legal justice tool for addressing motley challenges of humanity particularly those that confront poverty-stricken and vulnerable citizens who are always undid from equal opportunities and access to the court system. Thus, this article argues that CLE transcends what goes on in typical classrooms or law clinics. The article explores different realistic clinical legal education justice initiatives (CLEJIs) that university and law school students can work with in fostering social justice in a wider societal context. To achieve this purpose, the article considers a rethink of the concept of CLE to capture its historical rationales against definitional setback offered by some authors. It further highlights some critical issues indispensable for the sustainability of CLE initiatives around the world. While the argument of this study draws upon existing findings, it presents new ideas achieved through synthesis of thinking in a qualitatively analytical perspective.

scholarly journals PREVENTION AND OVERCOMING METHODS OF PRESCHOOL EDUCATIONAL INSTITUTION EDUCATORS’ BURNOUT

2021 ◽  
pp. 43-47
Author(s):  
O. VILKHOVA ◽  
N. MANZHELII
Keyword(s):  
Professional Training ◽  
Professional Competence ◽  
Educational Institution ◽  
Self Regulation ◽  
Preschool Education ◽  
Kindergarten Teachers ◽  
Educational Institutions ◽  
Professional Activity ◽  
Professional Burnout ◽  
Emotional States

The article reveals the category ‘professional burnout’ and describes the ways of emotional states self-regulation of educators in modern preschool educational institutions. Methods for improving kindergarten teachers’ professional competence and self-esteem are clarified. It is defined how to find balance and harmony in professional activity to avoid overload and prevent professional burnout.The changes that are taking place in preschool education today place new demands on kindergarten teachers’ professional training. To optimize educators’ activities, it is necessary to balance the mode of their work and rest. Only by paying due attention to this issue can we avoid the phenomenon of professional burnout, which is quite common today.Attitudes towards colleagues, children, and parents should be based on the basic principles of partnership pedagogy, in particular respect for the individual, positive attitude and friendliness, and distributed leadership. In these conditions, educators of preschool educational institutions will be able to achieve maximum success in their activities, create effective learning and play environments that will form a comprehensively developed personality, and help the kindergarten teacher to maintain enthusiasm for many years.The article emphasizes that professionals must be able to resist the influence of adverse external factors that occur during professional activities. The key vectors of the educator’s life position should be optimism, self-efficacy, and the use of productive strategies to have their emotional state, to remain calm in any situation. It is necessary to be able to maintain mental balance, internal and external resources, and creative potential.

scholarly journals EMOTIONAL INTELLIGENCE OF FUTURE TEACHERS FOR PREVENTION OF PEDAGOGICAL CONFLICTS

2019 ◽  
pp. 15-19
Author(s):  
N. Koshechko
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Social Life ◽  
Professional Activity ◽  
Practical Training ◽  
Emotional States ◽  
Future Teachers ◽  
Historical Aspect ◽  
Ability To Act ◽  
High Level

The article analyzes the actual ideas on the problem of practical training of future teachers. Such training consists in mastering students' knowledge, skills and skills in the prevention of pedagogical conflicts in higher education, which have always been constant companions of social life. It was through such contradictions that new progressive ideas were born that ensured the further evolution of institutions of higher education. For the professional activity of the future teacher, the developed communication skills that are interconnected with his emotional intelligence, which determines the success of teaching, are extremely important. Emotional intelligence in the unity of its structural components (cognitive, affective and behavioral) is based on the management of the emotional sphere, its reflection and understanding. A high level of emotional intelligence ensures the success of an individual's activity: the ability to adequately express his or her emotions, to understand the emotions and motives of other people's behavior, the ability to act effectively in the system of interpersonal relationships, the ability to navigate social situations, to correctly identify the personality traits and emotional states of other people, to choose the appropriate ways communicate with them and realize all this in the process of interaction. The notion of the progress of a modern student as a competitive subject of future professional activity is connected with the ability to interact with a professional society, to manage their emotional sphere and, accordingly, relations with the subjects of joint activity. A high level of emotional intelligence is extremely important in stressful situations, which becomes a necessary component of making responsible decisions. The contents, historical aspect, different models, the description of the emotional intelligence of future teachers are considered in detail. The recommendations for prevention of pedagogical conflicts in the context of emotional intelligence are generalized.

scholarly journals Social Educator ' s Professional Competence Formation under Supervision Conceptual Model

2015 ◽  
Vol 1 ◽  
pp. 295
Author(s):  
Ženija Truskovska
Keyword(s):  
Personal Experience ◽  
Conceptual Models ◽  
Professional Competence ◽  
Professional Activity ◽  
Lifelong Education ◽  
Educational Support ◽  
Professional Needs ◽  
Structural Content ◽  
Study Process ◽  
Knowledge In Practice

Nowadays prospective social educators must be able to commence their professional activity, quickly adapt to new and changeable circumstances, be able to use the acquired knowledge in practice, as well as educate and develop themselves in the context of lifelong education. The paper offers theoretically developed within the scientific research from 2008 to 2013 structural content and conceptual models forsocial educator's professional competence as a readiness for professional activity development under supervision.The research analysesthe problems of professional formation of the prospective social educators, studies the professional needs for educational support and opportunities to provide it under supervision within the study process in a higher education establishment. As a result of theoretical and personal experience definitions of professional competence and supervision for social educators are offered.

scholarly journals Emotional intelligence as a factor in averting on burnout in ambulance professionals

2021 ◽  
Vol 22 (2) ◽  
pp. 9-13
Author(s):  
Yu. E. Shadrina
Keyword(s):  
Emotional Intelligence ◽  
Stress Factors ◽  
Professional Activity ◽  
Professional Burnout ◽  
Emotional States ◽  
Professional Activities ◽  
Preventive Practices ◽  
Conscious Processing ◽  
The Relationship

The article examined the relationship between professional burnout and emotional intelligence in emergency medical professionals. The author of the article outlined the directions of research on the relationship between emotional intelligence and professional burnout in order to revise the forms of prevention in order to prevent unwanted consequences from professional activity. Correlation analysis was obtained demonstrates the relationship between indicators of intrapersonal emotional intelligence and professional burnout. The correct approach to organization and adherence to preventive practices measures are contributed to the formation of the skills of conscious processing of emotional states in ambulance medical workers, the identification of stress factors, on which the quality of their professional activities depends.

scholarly journals Differential Effect of Socio-Demographic Factors on Emotional Intelligence of Secondary School Students in Ernakulam District

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
D Thomas ◽  
Dr. N. K. Arjunan
Keyword(s):  
Emotional Intelligence ◽  
Cognitive Processing ◽  
Emotional States ◽  
School Students ◽  
Form Complex ◽  
Reasoning Abilities ◽  
Sensory Experiences ◽  
Complex Emotions ◽  
Understanding Emotions ◽  
Socio Demographic Factors

Emotional intelligence has been defined as the ability to adaptively recognize, understand, manage, harness emotions both in self and others (Mayer & Salovey 1995; Schutte et al., 1998) and to use emotion to facilitate cognitive processing (Mayer et al., 1999). Emotional intelligence has been conceptualized in the literature both as a relatively enduring trait and as ability (Mayer et al., 2002; Petrides & Furnham, 2006; Schutte et al., 1998). Mayer et al. (2002) & Afolabi (2004) argue that emotional intelligence is not a single trait or ability rather; it is a composite of distinct emotion reasoning abilities. Perceiving emotions consist of recognizing and interpreting the meaning of various emotional states, as well as their relations to other sensory experiences. Understanding emotions involve understanding of how basic emotions are blended to form complex emotions. Regulating emotions encompasses the control of emotions in oneself and in others. An individual’s emotional intelligence is an indicator of how an individual perceives, understands and regulates emotions

scholarly journals REVIEW OF DOMESTIC RESEARCH ON SOCIAL PERCEPTION IN TEACHERS

2020 ◽  
Vol 8 (4) ◽  
pp. 389-400
Author(s):  
M.M. Pronicheva ◽  
Keyword(s):  
Social Perception ◽  
Professional Competence ◽  
Professional Activity ◽  
Professional Stress ◽  
Gender And Age ◽  
Wide Range ◽  
Important Quality ◽  
And Behavior ◽  
Relationship Of ◽  
The Relationship

The article presents a review of domestic studies of social perception among teachers. The social and professional significance of this phenomenon for teachers; the relationship of gender and age, sociodemographic and individual psychological characteristics of teachers and individual mechanisms of social perception are described. Aspects of the relationship between the phenomenon of social perception and professional competence were identified. The studies of the phenomenon of social perception in future teachers were reviewed. The article also presents generalized data of studying the mechanisms of social perception. Particular attention was paid to the fact that the identification mechanism is included in the empathy mechanism. Reflection was defined as a professionally important quality for a teacher, stimulating the research, creative process, thereby leading the teacher to new tasks of professional activity and acting as the main means of supporting the subjectivity of students. Attraction was studied, mainly, on a wide sample without correlation with professional activity. At the same time, it was highlighted that this mechanism was identified as a factor in the development of moral and environmental values of the teacher. Despite a wide range of studies devoted to the phenomenon of social perception and its mechanisms, according to the results of a review of domestic studies of social perception among teachers, it was concluded that there is insufficient empirical study of the mechanisms of understanding and perception of the personality and behavior of a student among teachers as a result of professional stress, as well as a lack of research related with the possibilities of including social perception in preventive measures for the formation of professional stress.

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