Significance of emotional intelligence for the innovative higher school teachers readiness for a person-centered interaction

Abstract

The article examines actual problems of the strategy of the educational process in the aspect of humanization of education, which should be based on genuine self-regulation and active self-determination of the student's personality. Inthecontextof the humanistic paradigm of the educational system, an individual approach to students, encouraging the disclosure of personal potential and creative development, the possibility of emotional contact with students are investigated. The purpose of the article is to study the relationship between the innovative readiness of higher education teachers and emotional intelligence. The methodological basis of the research are the works of such researchers in the field of a personality-centered approach to education as K. Rogers, I.V. Abakumova, I.S. Yakimanskaya, V.V. Serikov, E.V. Bondarevskaya, M.A., Andreev V.I. and others, as well as conceptual provisions in the field of emotional intelligence of scientists (J. Meyer, P. Salovey and D. Caruso R. Bar-On and D. Goleman N. Hall). We have chosen as research methods: diagnostics of "emotional intelligence" (N.Hall); questionnaire to identify the level of innovative readiness for personality-centered interaction of university teachers (author's methodology). As a result of the conducted empirical research, the hypothesis put forward by us about the presence of a positive correlation between emotional intelligence and the innovative indicator of the ability for person-centered interaction of higher school teachers was confirmed.

Desafíos emocionales en la Innovación Educativa

“…Esto hace alusión a la habilidad para reconocer, comprender y procesar las propias emociones, así como las de otros, es decir, la Inteligencia Emocional (ie), que hace énfasis en la conexión entre los estados afectivos y los procesos mentales o cognitivos (Faltas, 2017). El profesorado también necesita desarrollar ie en sus interacciones; tan es así que ha sido considerada como una característica que está estrechamente vinculada con la disposición para innovar en profesores universitarios (Berberyan, 2020).…”

Impact of practice-centered learning on the development of students' professional identities: Learning outcomes

“…The teacher and the student are the subjects of educational activities when personality-centered interaction is implemented; techniques are developed during their interaction that support self-development and self-realization as well as an analysis of the cultural values of the learning process' subjects (Berberyan, 2020;Gamage, Dehideniya, & Ekanayake, 2021;Sahin, 2019). The development of comfortable learning environments, pedagogical support, dialogue and participation are the primary educational conditions for personality-centered cooperation between a teacher and a student.…”

Pengaruh Kecerdasan Emosional (Emotional Quotient) Dan Literasi Ekonomi Terhadap Kesiapan Mengajar (Teaching Readiness)

“…Menurut Berberyan (2020), kecerdasan emosionaI berdampak besar pada kesiapan mengajar seIain Iiterasi ekonomi. Kecerdasan emosionaI didefinisikan sebagai kapasitas seseorang untuk mendeteksi dan mengendaIikan emosinya sendiri, serta kemampuan untuk memahami emosi orang Iain (empati), serta kemampuan dalam bekerja sama (Salovey & Mayer, 1990).…”

“…Saat ini, perIu untuk memperoIeh kecerdasan emosionaI, yang mencakup sifat-sifat seperti inisiatif, ketahanan, optimisme, dan kemampuan untuk mengubah arah ketika keadaan berubah. Kecerdasan emosionaI memiIiki dampak besar pada kesiapan mengajar, menurut studi yang diIakukan oIeh Berberyan (2020), NirmaIawaty (2021), dan JuIita (2019) tentang topik ini. Ketika datang untuk mengintegrasikan pembeIajaran onIine, kecerdasan emosionaI memiIiki dampak yang signifikan, terutama pada kesiapan (readiness).…”