scholarly journals Development of emotional intelligence among future teachers using interactive educational technologies

2021 ◽  
Vol 7 (Extra-D) ◽  
pp. 646-658
Author(s):  
Ulbossyn Tuyakova ◽  
Bibianar Baizhumanova ◽  
Lyazzat Alekeshova ◽  
Aigul Karimova

The article investigates emotional intelligence and the modes of its formation and development among future social teachers. The hypothesis: the use of interactive educational technologies in teaching humanitarian subjects among future social teachers in practical classes in the form of socio-psychological training (TPS) contributes to the development of emotional intelligence. Students at the Faculty of Social Sciences of L.N. Gumilyov Eurasian National University (ENU after L.N. Gumilyovy) and students from the Faculty of Pedagogy at K.Zhubanov Aktobe Regional State University participated in the study. To achieve the goals, humane disciplines for social teachers used the SPT with the aim of updating students' creative potential, developing empathy and other components of emotional intelligence (EI). An analysis of EI indicators for subjects in the early and late stages of the study confirmed our hypothesis that the use of interactive educational technologies in teaching humanitarian subjects among future social teachers in the form of socio-psychological training (TPS) has a positive impact on o formation and further development of the intrapersonal and interpersonal aspects of emotional intelligence.

2011 ◽  
Vol 71-78 ◽  
pp. 5003-5006
Author(s):  
N. Utaberta ◽  
B. Hassanpour ◽  
Nag Abdullah ◽  
M. Tahir ◽  
Ai. Che Ani

Education is completely linked by spiritual and mental aspects and has direct effect on thoughts and ideas; even it can make a pattern and line behavior for humans’ life. Indeed if educating system be able to has a positive impact on its’ inputs, then it can import its influence to the whole society by its outputs which their number is not less. Especially in art and architecture this influence would be multiple and multilateral, because students are the future designers and peoples’ life will be influenced by them. So we ought to pay more attention to education phenomenon. Limited natural sources and the destructive effects on next generations’ portion attracted the attention of all sciences and different professional majors to find how to generate new sources of energy that they called Sustainable. Architecture as a linked field to other knowledge and sciences was not excepted and like past periods of history, tried to find best solutions and appropriate responses. Today, the definition of sustainable and the domain of it have developed and it is known in vast meanings and categories. Education is one of these categories that it has to be containing the word, sustainable. Sustainable education as a first stage of attitude and effect on future can play an important role. Sustainable Architectural Education and try to trace methods of sustainable architectural education is the target of this paper.


2020 ◽  
pp. 6-12
Author(s):  
S. V. Savina

Today, a difficult situation has developed in the field of wages and incomes of the population, associated with the need to increase the level of wages and real incomes of the population, since low effective demand in the domestic market can become the main constraint on economic growth in the near future. The main goal of wage reform in modern conditions is to restore the role of wages as the main incentive for productivity growth and labor efficiency, which will have a positive impact on the functioning of production and will give an impetus to its further development.


2020 ◽  
Vol 65 (1) ◽  
pp. 147-151
Author(s):  
L.E. Koishigulova ◽  
◽  
А. Kisamedenova ◽  

This article discusses the psychological and pedagogical features of the formation of leadership qualities in future teachers-psychologists. Requirements for leadership qualities are provided by a combination of personality qualities, which allows future professionals to effectively carry out professional activities. In modern conditions, the future specialist must possess not only professional knowledge, skills, but also a certain set of leadership qualities that allow him to successfully realize his creative potential in practical activities. The psychological and pedagogical features of the formation of leadership qualities in future pedagogues-psychologists are determined by the development of reflection abilities, a positive impact on people, an active and responsible attitude to society. The psychological features of the development of leadership qualities of students in the process of studying at a university, as future pedagogues-psychologists, are features of socialization and adaptation of a person, the development of self-awareness, the specifics of professional activity, the interaction of students and teachers, as well as intra-group interaction of students. The pedagogical features of the development of leadership qualities are in the learning process to show such qualities as determination, determination, independence, responsibility, emotional stability, mobility, sociability


2017 ◽  
Vol 5 (2) ◽  
pp. 204
Author(s):  
Richard Williams

Journal of Agricultural Studies would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JAS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issueReviewers for Volume 5, Number 2 Abhishek A. Cukkemane, Bijasu Agri Research Laboratory LLP, IndiaAshit Kumar Paul, Patuakhali Science and Technology University, BangladeshChenlin Hu, The Ohio State University, USA,Eliana Mariela Werbin, National University of Cordoba, ArgentinianErnest Baafi, CSIR-Crops Research Institute, GhanaGerardo Ojeda , Universidad Nacional de Colombia, ColombiaGulzar Ahmad Nayik, SLIET Punjab, IndiaJiban Shrestha, Nepal Agricultural Research Council, NepalMing-Chi Wei, Department and Graduate Institute of Pharmacology, TaiwanReham Ibrahim Abo-Shnaf, Agricultural Research Center, EgyptSahar Bahmani, University of Wisconsin at Parkside, USASait Engindeniz, Ege University Faculty of Agriculture, TurkeySelmi Houc, University of Jandouba, TunisiaSoto Caro Ariel Reinaldo, Universidad de Concepción, ChileZakaria Fouad Abdallah, National Research Centre, EgyptZhao Chen, Clemson University, US Richard Williams,EditorJournal of Agricultural Studies-------------------------------------------Macrothink Institute5348 Vegas Dr.#825Las Vegas, Nevada 89108United StatesPhone: 1-702-953-1852 ext.521Fax: 1-702-420-2900Email: [email protected]: http://jas.macrothink.org


2018 ◽  
Vol 79 (1) ◽  
pp. 25
Author(s):  
Association Of College & Research Libraries

Penny Beile is associate director for research, education, and engagement at the University of Central Florida, a position she has held since 2013. Prior to this, Beile served as head of the Curriculum Materials Center and interim head of reference services at the University of Central Florida (1998–2013), as head of education resources and social sciences reference librarian at Louisiana State University (1994–98), and as social sciences reference librarian at Miami (OH) University (1992–94).Karen Munro is associate dean of libraries, learning, and research services at Simon Fraser University, a position she has held since 2017. Prior to this, Munro served as head of the Portland Library and Learning Commons at the University of Oregon (2008–17), as e-learning librarian at the University of California-Berkeley (2005–08), and as literature librarian at the University of Oregon (2002–05).


2017 ◽  
Vol 6 (3) ◽  
pp. 270-274
Author(s):  
Valentina Igorevna Burenina ◽  
Natalia Gennadievna Kochetova

The article considers issues related to the development of a technical university teachers creative potential and its special aspects. The analysis of the latest researches and publications in this field is presented, and the necessity of a special study of this issue is formulated. A model for the development of the creative potential of a technical university teacher is proposed, which consists of target, content-technological and diagnostic blocks. The paper presents the characteristics of the model of technical university teachers creative potential development designed by the author; each of its components is described. The target block includes educational expectations. The content-technological block consists of the following structural components: external conditions, the content of education, educational technologies and the forms of educational process organization. The component External conditions includes psychological resilience potential and opportunities for self-expression and self-realization. The Content of Education component includes all creative potential elements. The component Educational technologies and the forms of educational process organization consider the patterns of the activity approach in education, using students activity which simulate the professional teachers of a technical university activity: business and intellectual games, project tasks and etc. The diagnostic block monitors and corrects the results of the model implementation. It includes criteria and indicators of the formation of each component of creative potential, a description of the levels of development of technical university teachers creative potential.


Author(s):  
E.N. Volkova

The article is dedicated to issues and organization of professional interaction of teacher-psychologists with the teaching staff at school. Today this type of psychological service becomes urgent because of the increasing of public expectations from the teacher. Effectivity is reached by organizing professional interaction between the psychologist and the teacher. There are causes and reasons for the professional interaction being less effective, and such reasons are connected to personal and professional incompetence of both the teacher, and the psychologist. The article sug-gests possible amendments to psychological activities in accordance with findings of the mod-ern studies on professional and personal resources of the teacher. These studies focus on professional and intrinsic motivation of the teacher, his pedagogical centering, personality and emotional intelligence. The ability of the psychologists to utilize this information for proactive psychological training, counselling and practice will enforce professional and personal resources of the teacher.


2019 ◽  
Vol 8 (3) ◽  
pp. 10-14
Author(s):  
Dmitriy Victorovich Ivanov ◽  
Anna Vladimirovna Gritskova

2021 ◽  
Vol 9 (3) ◽  
pp. 395
Author(s):  
Richard Williams

Journal of Agricultural Studies (JAS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JAS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 9, Number 3Ahmad Reza Pirali Zefrehei, Gorgan University, IranAlessandra M. Lima Naoe, Federal University of Tocantins, BrazilAlexandru Ioan Apahidean, Univ. of Agricultural Sciences and Veterinary Medicine, RomaniaAna Daniela Lopes, Universidade Paranaense, BrazilAnca-Luiza Stanila, ICPA, RomaniaAndré Luiz Rodrigues Magalhães, UFAPE, BrazilAngel Ramon Sanchez Delgado, Universidade federal Rural do Rio de Janeiro, BrazilArnaud Z. Dragicevic, IRSTEA, FranceBenard Kiplangat Rop, University of Nairobi, KenyaCamilla H. M. Camargos, University of Campinas, BrazilCleber Duarte, University of Guararapes, BrazilDarwin Pangaribuan, University of Lampung, IndonesiaEben von Well, Agricultural Research Council, South AfricaEliana Mariela Werbin, National University of Cordoba, ArgentinianEmmanuel E. Omeje, University of Nigeria, NigeriaEric Krawczyk, University of Michigan, USAEric Owusu Danquah, CSIR-Crops Research Institute, GhanaFernando Rodrigues de Amorim, State University of Paulista (UNESP), BrazilGuitong Li, China Agricultural University, ChinaHabu Saleh Hamisu, National Horticultural Research Institute, NigeriaHedayatollah K. Soureshjani, Ferdowsi University of Mashhad, IranJacquelin Teresa Camperos Reyes, São Paulo State University (UNESP), BrazilJorge A. López, University Tiradentes, BrazilJuliana Nneka Ikpe, Akanu Ibiam Federal Polytechnic, NigeriaLuh Suriati, Warmadewa University, IndonesiaMahyar Gerami, Sana Institute of Higher Education, IranMaría Francisca Perera, ITANOA, EEAOC-CONICET, ArgentinaMariana Esteves, Luiz de Queiroz College of Agriculture University of Sao Paulo, BrazilMohamed Mattar, King Saud University, Saudi ArabiaMohammed El Basuini, Kagoshima University, JapanMohammed Jamal Uddin, Bangladesh Agricultural Research Institute (BARI), BangladeshNkemkanma Vivian Agi, Rivers State University Port Harcourt, NigeriaOlga Mykhailenko, National University of Pharmacy, UkraineRadu Liviu Sumalan, University of Agricultural Sciences and Veterinary, RomaniaRaul Pașcalău, Banat's University, RomaniaSaiful Irwan Zubairi, Universiti Kebangsaan Malaysia (UKM), MalaysiaSarir Ahmad, Abdul Wali Khan University, PakistanShubha Kumari, ICAR-RCER, IndiaSina Nabaei, Azad University, IranSudu Hakuruge Pushpa Malkanthi, Sabaragamuwa University of Sri Lanka, Sri LankaSybelle Mesquita Silva, Universidade Federal de Alagoas, BrazilToncho Gospodinov Penev, Trakia University, BulgariaTugay Ayasan, Osmaniye Korkut Ata University, TurkeyUtkarsh R. Moon, Mahatma Gandhi College of Science, IndiaZakaria Fouad Abdallah, National Research Centre, EgyptZeinab Mohammadi Shad, Iowa State University, USAZhao Chen, Clemson University, USA Richard WilliamsEditorial AssistantJournal of Agricultural Studies--------------------------------------Macrothink Institute5348 Vegas Dr.#825Las Vegas, Nevada 89108United StatesPhone: 1-702-953-1852 ext.521Fax: 1-702-420-2900Email 1: [email protected] 2: [email protected]: http://jas.macrothink.org


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