Development of Social-Emotional Skills among Prospective Elementary School Teachers in The Process of Teaching Disciplines of Professional Training Cycle
Keywords:
social-emotional skills, future teachers, interactive techniques, professional training, emotion regulation, communication skills, empathyAbstract
The article studies the effectiveness of the use of interactive techniques and technologies in the development of social-emotional skills of future teachers of elementary school in the process of teaching disciplines of the professional training cycle. The study aimed to determine the influence of certain elements of educational programs on the development of key social-emotional skills. Standardised questionnaires such as the Emotional Intelligence Questionnaire, Emotion Regulation Scale, and Social Competencies Questionnaire, as well as statistical methods, in particular, t-test and correlation analysis, were used in the study. The results demonstrated a significant increase in the level of social-emotional skills of students after passing the course of disciplines of the professional cycle. In particular, empathy increased from 3.45 to 4.05 points, while the ability in emotion regulation increased from 3.25 to 4.00 points. Role plays and group discussions showed the highest effectiveness, in particular in the improvement of communicative skills, where the level increased from 3.30 to 4.10 points. The practical significance of the study is in the possibility of its results use for the improvement of educational programs oriented on the development of social-emotional competencies of future teachers. Further study perspectives include the analysis of the long-term influence of interactive technologies on the development of social-emotional skills in teachers’ professional activity.
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