Development of emotional intelligence of future technology teachers using art pedagogy

Abstract

The article deals with the process of developing emotional intelligence of future technology teachers through the prism of art pedagogy. The role of emotional intelligence in the professional activity of teachers is studied, focusing on its importance for effective interaction with students. It is noted that art pedagogy as a methodological technology has significant potential in the development of emotional intelligence of future technology teachers, as it provides opportunities for self-expression, self-reflection and emotional self-regulation.

Purpose of the article: To analyze various scientific approaches to understanding emotional intelligence, formulate an original definition of the emotional intelligence of future technology teachers. To substantiate the relevance of using art-pedagogical technologies and methods in their professional training. To identify the key components of emotional intelligence for future technology teachers and propose art-pedagogical methods and techniques for its development.

Research methods. The methods used are: analysis of pedagogical and psychological literature on the research problem; synthesis, comparison, modelling; study of psychological and pedagogical experience.

The results. Based on the analysis of scientific literature, the main components of the development of emotional intelligence are identified: motivational, cognitive, operational, technological and instrumental. The article presents the theoretical foundations of the use of art pedagogical methods in the training of future technology teachers, considers specific practical approaches and tools for their implementation. A number of art pedagogical methods that can be used in the training of future technology teachers are presented. Particular attention is paid to the results of empirical studies that confirm the effectiveness of using art pedagogical methods for the development of emotional intelligence of students of pedagogical specialities.

Conclusions. The results of the study prove that the introduction of art pedagogical approaches in teacher training is an effective tool for developing emotional intelligence, improving their professional skills, increasing the efficiency of the educational process and ensuring compliance with modern requirements of teacher education.