scholarly journals DEVELOPMENT OF STUDENTS' EMOTIONAL INTELLIGENCE IN THE GEOGRAPHY COMPETENCE LEARNING PROCESS

2021 ◽  
pp. 54-62
Author(s):  
L. VISHNIKINA ◽  
V. SAMOYLENKO ◽  
O. FEDIY ◽  
O. LYSYTSYA
Keyword(s):  
Emotional Intelligence ◽  
Teaching Methods ◽  
Self Regulation ◽  
Necessary Condition ◽  
Geographical Education ◽  
Teachers And Students ◽  
Cognitive Activities ◽  
Self Knowledge ◽  
Pedagogical Literature ◽  
Development Of Students

The article highlights the urgency of the problem of formation and development of emotional intelligence of teachers and students, which solution is related with present-day modernization of geographical education. The authors analyzed the concept of "emotional intelligence" and characterized the transformation of this concept. Based on the study of psychological and pedagogical literature, the authors identified the main elements of emotional intelligence – self-knowledge, self-regulation, empathy and motivation. They proved the need to develop emotional intelligence in geography teachers as a necessary condition under which teachers can form it in students. The paper points out the peculiarities of the formation of subject geographical competence of students "emotional and value attitude to the environment and human activity in it", which is closely related to the formation and development of their emotional intelligence in the process of learning geography. The article analyzes the conditions for the development of emotional intelligence in adolescence, highlights the characteristic of this age emotional properties. The authors substantiate the specific possibilities of developing the emotional intelligence of students in geography lessons through the use of teaching methods, which are a set of emotional and sensory influences on the student's personality in the process of organizing his educational and cognitive activities. Here the methodical methods of formation of emotional intelligence developed by authors are presented, their content and procedure of realization found out, conditions of their application in the course of training of geography are characterized.

Development of EQ teacher as one of selfregulation components in professional activity

2020 ◽  
Author(s):  
A. E. Zabayrachnaya ◽  
Keyword(s):  
Emotional Intelligence ◽  
Personal Growth ◽  
Self Regulation ◽  
Necessary Condition ◽  
Professional Activity ◽  
Analysis Method ◽  
Empirical Methods ◽  
Personal Qualities ◽  
Multi Component System

The relevance of the study is that the phenomenon of emotional intelligence at the modern stage of science development is already generally recognized among psychologists, sociologists, philosophers, etc. The whole scientific community today recognizes the need and importance of developing the characteristics and capabilities of emotional intelligence, as they contribute to the professional and personal growth of a person, influence his success in life. The problem of the study is the study of selfregulation as a multi-component system where emotional intelligence is of particular importance. This problem is reflected in the pedagogical sphere. The effectiveness of the professional activity of a specialist engaged in the field of «man-man» is largely conditioned by the ability to self-regulate and successfully develop the personal qualities necessary for the profession, because the teacher as a subject of pedagogical activity is a combination of individual, personal, subjective qualities, the adequacy of which the requirements of the profession ensure the efficiency of his work. The aim of the study is to determine the place of EQ in the system of self-regulation components as one of the personal qualities of the teacher, to identify the main provisions of EQ development and its impact on self-regulation. The main methods of study are theoretical analysis method and empirical methods (observation, testing). The result of the study can be considered the determination of the place of EQ in the system of self-regulation components as one of the personal qualities of the teacher, as well as the identification of the basic provisions of EQ development in the conditions of pedagogical activity. The development of emotional competence and emotional intelligence of the teacher is a necessary condition for the effectiveness of his professional activity, as EQ occupies a special place in the self-regulation of the teacher, which is due to the specificity of the content of professional activity.

THE DEVELOPMENT OF STUDENTS' METHODOLOGICAL CULTURE WHILE ORGANIZING INFORMATION AND COGNITIVE ACTIVITIES

2019 ◽  
pp. 16-25
Author(s):  
O. M. Korchazhkina
Keyword(s):  
Self Regulation ◽  
Cognitive Activity ◽  
Main Role ◽  
School Students ◽  
Research Results ◽  
Cognitive Activities ◽  
Subject Areas ◽  
Training Resources ◽  
Pedagogical Literature

The article discusses the current research results related to the contents and practice of developing secondary school students’ methodological culture. At present, the Russian pedagogical community is aware that a need to form school students’ methodological culture by developing systemic thinking through the assimilation of subject- and meta-concepts really exists. Moreover, objective conditions have been created to trigger the process. However, the review of scientific and teacher training resources, which are close to the problem under consideration, shows that the strategies for mastering and managing knowledge while performing students’ information and cognitive activity as well as its self-regulation are largely not worked out and are covered in pedagogical literature in a very limited way. The study displayed is the author’s attempt to compensate, at least partially, the existing gap in this sphere. In the context of forming students’ methodological culture, the main role is allocated to assimilating generalized subject- and metaconcepts while performing information and cognitive activity that is necessary for students to systematize knowledge in the subject areas being studied and that is focused on current educational needs and long-term prospects. The most effective ways to master subject- and meta-concepts can be realized while both solving complex cognitive educational tasks and conceptualizing educational situations with the help of cognitive and metacognitive strategies. The info-educational environment the electronic textbook has is taken for an instrumental field to implement the approach described. The author hopes that the research results will interest teaching practitioners, methodologists and other representatives of the Russian pedagogical community who will also be able to share their experience in this sphere.

scholarly journals Professional Self-Awareness as a Factor of Personal and Professional Self-Development of University Students

2020 ◽  
Vol 20 (4) ◽  
pp. 454-464
Author(s):  
Zhanna G. Garanina ◽  
Natalia V. Andronova
Keyword(s):  
University Students ◽  
Self Regulation ◽  
Self Control ◽  
Self Awareness ◽  
Self Assessment ◽  
Self Development ◽  
Professional Self ◽  
Self Knowledge ◽  
High Level ◽  
Development Of Students

Introduction. The article analyzes the problem of professional self-awareness, and the influence of this phenomenon on the process of personal and professional self-development of students. A theoretical study of this problem has shown that professional self-awareness is one of the most important prerequisites for the self-development and self-improvement of university students. Materials and Methods. The article presents the results of an empirical study of the characteristics of self-awareness and self-development of students of the Mordovian State University. A set of methods was used: questionnaire “Ability for self-development” I. V. Zvereva, methodology “Readiness for self-knowledge and self-development” T. A. Ratanova, N. F. Shlyakhta, test “Determination of the level of development of reflexivity” by A. V. Karpov, “Questionnaire of self-attitude” by V. V. Stolin, S. R. Pantileev, methods of researching self-assessment by S. A. Budassi, test “Assessment of self-control in communication” by M. Snyder, questionnaire “The style of self-regulation of students’ behavior” by V. I. Morosanova. Results. Statistically significant correlations between the reflexive, affective and regulatory components of students’ self-awareness and the level of their personal and professional self-development were revealed. It has been found that a high level of development of students’ reflective qualities is associated with their desire for self-knowledge. The connection between self-regulation and readiness for self-knowledge and self-development determines the ability of students to carry out systematic and purposeful work on themselves. It is shown that students with high and above average levels of self-development are aware of the changes taking place in the structure of their personality in the process of vocational training. These students are characterized by higher indicators of reflexivity, self-attitude and self-esteem compared to students with low and below average levels of self-development. Discussion and Conclusion. The results obtained confirm the assumption that personal and professional self-development is conditioned by the students’ ability to reflect and realize their personal and professional qualities.

scholarly journals THEORETICAL BASIS OF READINESS OF TEACHERS FOR PROFESSIONAL SELF-DEVELOPMENT IN THE SYSTEM OF POSTGRADUATE EDUCATION

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Hanna V. Tymoschuk ◽  
Keyword(s):  
Continuous Process ◽  
Self Regulation ◽  
Postgraduate Education ◽  
Value Orientations ◽  
Necessary Condition ◽  
Professional Activity ◽  
Specific System ◽  
Self Development ◽  
Professional Self ◽  
Self Knowledge

The article considers the theoretical aspects of self-development, presents generalized results on the characteristics of the concept of “professional self-development”, in particular, in order to identify trends in its scientific definitions, uses content analysis as a method of quantifying qualitative features of information. It is established that the greatest significance is inherent in the definition of “professional selfdevelopment” as a continuous process of objectification of essential forces (synthesis of intellect, feelings, willpower, value orientations, etc.) of the individual in professional activity that is creative and socially useful for self-realization in the chosen profession, achieving objectively high results in accordance with internal subjective norms and criteria. The readiness of a teacher for professional self-development is considered by the author as an integrative characteristic of personality which combines motivational-value, cognitive-intellectual and operational-activity determinants of continuous qualitative changes in professional activity which generally ensure significant career results in accordance with modern requirements. The basis for readiness of a teacher for professional self-development is regarded as a specific system of indices of the formation of attainments, skills and qualities necessary for further efficient self-development of a teacher. Based on the study and analysis of philosophical, psychological and pedagogical literature. the structure of the readiness of a teacher for professional self-development is determined. Motivational, cognitive-intellectual and activity components are specified. They are interconnected and complementary which should be given attention to in the scientific and methodological work. The leading functions of the readiness of a teacher for professional self-development (informational, motivational, meaningful, reflective, communicative, and normative) are identified. It is noted that the main mechanisms of the readiness of a teacher for professional self-development are self-knowledge, self-determination, self-identification, self-organization, self-education, self-regulation, focus on professional and creative self-realization in the pedagogical activity, and self-assessment. It is determined that professional self-development of teachers is their conscious self-knowledge and selfdesign activity in scientific-methodological work. The urgency of forming readiness of teachers for professional self-development in the system of postgraduate education as a necessary condition for the growth of their professionalism at the stage of dynamic social and transformational processes is emphasized.

Pengembangan Lembar Kerja Siswa (LKS) Berbasis Karakter melalui Pendekatan Saintifik pada Materi Fluida Statik untuk Sekolah Menengah Atas

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Husna Mayasari ◽  
Syamsurizal Syamsurizal ◽  
Maison Maison
Keyword(s):  
Character Development ◽  
Practical Work ◽  
Scientific Approach ◽  
Teachers And Students ◽  
Research Procedure ◽  
Development Of Students

The purpose of this study is to create students’ worksheet based on characters through scientific approach of statistical fluid material, to examine the feasibility of worksheet according for experts, teachers and students, to investigate the effectiveness of  the development of students' character and skills of the students in doing practical work after using worksheet. This research uses design R & D with model Dick and Carey. The research procedure includes four stages, which is analizing, designing, creating, and evaluating stage. The feasibility of worksheet was examined using a questionaire. Based on the result questionaire validity tested by the experts, the worksheet was declared to be valid and it is apliable to be used and tested,, whereas the response of the teachers and students about the worksheet, it stated that the worksheet categorized as a very good one. Meanwhile the data of character development and students skill on doing practical work that gained from the observation sheet. Analysis of the character development shows that the character of the students are in the category began to evolve become as a habit (culture of the students), while the influence of worksheet to the students’ skill on doing practical are in good criteria.

On the knowledge education of law practice teaching in law education

2021 ◽  
pp. 002072092110134
Author(s):  
Xiaoyi Yuan
Keyword(s):  
Teaching Methods ◽  
Social Practice ◽  
Life Experience ◽  
Legal Education ◽  
Legal Knowledge ◽  
Legal Practice ◽  
Teaching Principles ◽  
Teachers And Students ◽  
Practice Teaching ◽  
Complex Knowledge

Legal knowledge is boring, and some content is not related to their life experience. To impart such complex knowledge to students, as a teacher, you must improve your professional skills, actively explore, learn, and find the best teaching methods. Only in this way can the students’ understanding of legal knowledge and thinking ability be expanded, and the boring legal knowledge can be more specific, visualized, popular, life-oriented, and easy to understand, so that students can master and understand legal knowledge and transform it into their own practical actions. This article is mainly aimed at the conditions created by the current social practice of law students by enterprises and institutions in the society, as well as the knowledge teaching situation of law practice teaching in law education during school. It emphasizes the importance of knowledge education in legal practice teaching, and calls on schools to increase investment in time teaching. All the teachers and students are required. This article scientifically and comprehensively interprets the knowledge education situation of legal practice teaching in our country’s legal education. Especially the intuitive analysis, in the process of knowledge education, the teaching methods adopted the teaching principles to follow and other issues. It makes everyone more clearly and straightforwardly aware of the positive significance of the knowledge education of legal practice teaching in legal education for the cultivation of talents. Through the discussion of the problems, this article knows the importance of constructing a reasonable teaching model of law. Among them, practical teaching knowledge education is very beneficial to students and has a profound impact on students’ future employment. The experimental results show that the traditional legal education training is not to abandon all, but to effectively integrate with the current teaching tasks and training objectives, so as to truly train students into comprehensive all-round legal professionals.

scholarly journals The use of interactive methods in teaching professional speech to students

2021 ◽  
Vol 5 (S2) ◽  
pp. 1122-1130
Author(s):  
Akhmedova Mukaddas ◽  
Dilmurodova Nilufar
Keyword(s):  
Teaching Methods ◽  
Interactive Learning ◽  
Cognitive Activity ◽  
Educational Process ◽  
Interactive Methods ◽  
Learning Technology ◽  
Interactive Teaching ◽  
Teaching Professional ◽  
Development Of Students

Interactive teaching methods provide solutions to educational problems in various aspects. The use of interactive methods allows you to organize independent cognitive activity of students during the lesson. Possession of interactive learning technology and its use in the educational process will undoubtedly contribute to the development of students' qualities that correspond to the processes taking place in life today. This paper presents the technologies of conducting Uzbek language lessons using interactive methods and their significance.

scholarly journals ESTILOS DE APRENDIZAJE ÉTICO - SOSTENIBLE DEL CONTADOR PÚBLICO

2018 ◽  
Vol 9 ◽  
pp. 13-41
Author(s):  
FEIBERT GUZMAN ◽  
◽  
LINA MAYA ◽  
LUIS PEREZ ◽  
MARIO FLOREZ
Keyword(s):  
Emotional Intelligence ◽  
Learning Styles ◽  
Iso 26000 ◽  
Teacher Student ◽  
Self Knowledge ◽  
Object Of Study ◽  
Teaching Learning ◽  
Corporate Social ◽  
And Behavior ◽  
The Impact

This paper, show the impact that the use of the Ethical-Sustainable reference framework (emphasis on Corporate Social Responsibility- ISO 26000) and behavior with social and ethical responsibility of the population has on the teaching-learning process, object of study. Methodologically and with the support of the multivariable statistical method, teacher-student learning styles are validated in terms of emotional intelligence, developing critical thinking that potentializes autonomous and collaborative learning, with the aim of transcending knowledge under the framework of integration of sustainability and ethics in professional practice. Finally, the measurement indicators are obtained through empirical evidence with several structured questionnaires that measure the factors of the learning styles, based on the emotional intelligence, which are reflected in the self-knowledge and behavior of the students, under a framework of ethical- sustainable reference.

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