Іmplementation of Emotional Intelligence Theory in Future Musical Art Teachers Training

Svitlana Iryhina, Alina Sbruieva, Iryna Chystiakova, Zhanna Chernyakova

Özet


The article investigates the ways of implementing emotional intelligence theory in future musical art teachers training. The methodological basis of the study includes synergetic, holistic, and hermeneutic approaches, the application of which allows finding out the ways of the future musical art teacher’s emotional intelligence development. It is shown that emotional intelligence is an integral dynamic phenomenon that provides optimistic awareness, understanding, and control of one’s emotions and emotions of other people; it also influences the success of communicative interaction. On the basis of the analysis of scientific literature on the issue under investigation and practical experience of training future musical art teachers, the ways of implementing the emotional intelligence theory in the professional preparation of future musical art teachers were determined, namely: activation of students’ motivation for emotional interaction in the process of professional preparation; creation of appropriate artistic-educational environment; realization of a practically oriented, personalized, active creative process of development of the future musical art teachers’ emotional intelligence through introduction of training technologies; involving students in constructive activities through joint events, game teaching methods, dramatization, etc.; learning self-talk skills, internal dialogue and self-affirmation; improving the effectiveness of artistic-pedagogical communication and professional training of the future musical art teachers; carrying out research activities. It is proved that the use of the provisions of the multiple intelligences theory in HEI for the development of emotional intelligence provides opportunities to students’ self-cognition; better understanding of students’ talents and abilities by teachers; stimulating creation of innovative teaching methods and forms; involving students in the creative learning process, taking into account the natural capabilities of all types of intelligence.


Anahtar Kelimeler


Multiple intelligences theory, Emotional intelligence theory, Music education, Teacher training, Future musical art teachers, Future musical art teachers training.

Tam Metin:

PDF (English)

Referanslar


Bar-On, R., & Parker J. (2000). Emotional and social intelligence: Insights from the Emotional Quotient Inventory. Handbook of emotional intelligence. San Francisco: Jossey-Bass, 363-388.

Bezborodova, L. A. (2018). Theoretical and practical foundations of designing the process of music education of junior schoolchildren. Moscow.

Bezborodova, L. A., & Bezborodova, M. A. (2018). Emotional intelligence as an important factor in communicative interaction between a teacher and students. Science and School, 3, 52-57.

Bezborodova, M. A., & Bezborodova, L. A. (2014). Musical folklore – a means of developing the communicative-speech activity of junior schoolchildren in the study of English. School of the Future, 1, 135-140.

Danylenko, L. I. (2004). Management of innovative activity in general education institutions. Kyiv: Millennium.

Frolova, O., Kashkaryova, L., Serbova, O., & Malykhina, T. (2019). Comparative Analysis of the Emotional Intelligence Development of Adolescents with Different Levels of Psychological Competence. Journal of History Culture and Art Research, 8(4), 68-78. DOI: http://dx.doi.org/10.7596/taksad.v8i4.2297

Gardner, G. (2007). Frames of mind: theory of multiple intelligences. Moscow: I. D. Williams.

Gardner, H. (1995). Reflections on multiple intelligences: Myths and messages. Phi Delta Kappan, 77, 200-209.

Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4-10.

Goleman, D. (1995). Working with emotional intelligence. New York: Bantam Books.

Goleman, D. (2007). Social Intelligence: The New Science of Human Relationships. Publisher: Bantam; Reprint edition.

Goleman, D. (2011). The Brain and Emotional Intelligence: New Insights. More Than Sound LLC.

Iryhina, S. O. (2019). Ways of optimizing the process of future musical art teachers training for choir work with children. Topical issues in art education and upbringing, 1-2 (13-14), 168-177.

Kuznietsov, M. A. (2008). Patterns of emotional memory functioning in speech activity. Bulletin of the Kharkov National Pedagogical University named after G. S. Skovoroda. Psychology, 28, 70-80.

Lusin, D. V. (2004). Modern notions of emotional intelligence. Social Intelligence: Theory, Measurement, Research. Moscow: Publishing House of the Institute of Psychology, Russian Academy of Sciences, 29-36.

Mayer, J. D., & Salovey P. (1997). What is Emotional Intelligence? In P. Salovey & D. J. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 3-34). New York: Harper Collins.

Oleksiuk, O. M. (2008). Synergetic paradigm and modernization of the content of art education. Science and Higher Education in Ukraine: A Measure of Interaction, 123-130.

Pochtariova, Ye. Yu. (2012). Emotional intelligence as a component of the teacher’s continuing education. Scientific support of the system of advanced training of personnel, 2(11), 75-81.

Romanova, L. V. (2008). Pop singing school. St. Petersburg: Publishing house “Planet of Music”.

Salovey, P., & Mayer, J. D. (1990). Emotional Intelligence. Imagination, Cognition and Personality, 9(3), 185–211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG

Savenkov, A. I., & Narykbaieva, L. M. (2007). Intelligence leading to professional success as a factor in developing the professional talent of the future specialist. Gifted Child, 6, 22-36.

Semernina, I. M. (2012). Formation of the capacity for professional self-regulation as a necessary component of the future music teachers professional training: an analysis of the results of experimental work. Scientific journal of M. P. Drahomanov NPU. Series 16. Teacher’s Creative Personality: Problems of Theory and Practice, 16(26), 124-127.

Shaowei, M. (2017). Formation of future music teachers’ reflexive skills in the process of piano training (Ph.D. thesis). Odessa.

Stukalenko, Z. M. (2018). Emotional intelligence as an indicator of the stage mastery of a future music teacher. Scientific notes. Series: Pedagogical Sciences, 170, 175-179.




DOI: http://dx.doi.org/10.7596/taksad.v9i2.2575

Refback'ler

  • Şu halde refbacks yoktur.




Telif Hakkı (c) 2020 Journal of History Culture and Art Research

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.