DIAGNOSTICS OF SOCIAL COMPETENCES IN TEACHERS AND STUDENTS-PEDAGOGES

Abstract

The article justifies the significance of the socio-emotional competences for the teacher's profession. The presented results from the study of five key socio-emotional competences of teachers from Blagoevgrad and Kyustendil region, and students from pedagogical specialties at SWU "Neofit Rilski" are: self-control, self-knowledge, motivation, empathy and social skills. The test of R. Wood and R. Tolly is used. The results obtained from the survey show that from the begining of the training important competences such as self-knowledge, social competences, self-control are less well attended by a significant part of the students enrolled in the profession. Exeptional is the situation with motivation and empathy. At the end of the training no noticeable progress is observed. Given the importance of the competences studied and the empirical data, the development of socio-emotional competences is an important task that should be solved in the training process. The results also indicate that teacher's careers are not directly related to socio-emotional competence. Developing the same is an important task in continuing professional training for both the "teacher" and the "senior teacher".