DIAGNOSTICS OF SOCIAL COMPETENCES IN TEACHERS AND STUDENTS-PEDAGOGES

Authors

  • Trayan Popkochev South-West University “Neofit Rilski” – Blagoevgrad, Republic of Bulgaria
  • Krasimira Marulevska South-West University “Neofit Rilski” – Blagoevgrad, Republic of Bulgaria
  • Radoslava Topalska South-West University “Neofit Rilski” – Blagoevgrad, Republic of Bulgaria

Keywords:

socio-emotional competencies, career development, teachers, students

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".

References

Андреев, М. Общество и образование. Педагогическа социология. УИ „Климент Охридски“. С. 1998.

Голман, Д. Емоционалната интелигентност. Изток-Запад. С., 2011

Зимняя, И. А. Ключевые компетентности как результативно-целевая основа компетентностного подхода в образовании. Москва. 2004.

Национална стратегия за учене през целия живот (УЦЖ) за периода2008 – 2013 година // https://www.mon.bg/?H=downloadfile&fileid=2011

Наредба 12 за статута и професионалното развитие на учители, директори и други педагогически специалисти ” Обн. -ДВ, бр 75 от 27 .09.2016 г., в сила от 27. 09. 2016 г.

Нойес, Р., (2011) Изкуството да ръководиш себе си.

Иванова, В. Ф., Й. Д. Илиева, Р. Г. Петрова. Компетентност и компетенции в европейската квалификационна рамка// www.info.fmi.shu-bg.net/skin/pfiles/32.pdf

Попкочев, Тр. Образование в Постмодерност. Педагогика, бр. 5, 2011, с. 65-74.

Цветанска, С. Училище за новото поколение или ново поколение училище.- Образование и технологии, 2012, бр. 3.

Стернберг, Р. Интеллект успеха. Попурри. Минск. 2015.

Янакиева, Сн. Емоционалното "изгаряне" в учителската професия. // https://uchiteli.bg/interesting/emocionalnoto-izgarqne-v-uchitelskata-profesiq/1030

Ууд, Р., Толи, Х. (2003) Професионални тестове за емоционалната интелигентност.

Downloads

Published

2017-12-08

How to Cite

Popkochev, T., Marulevska, K., & Topalska, R. (2017). DIAGNOSTICS OF SOCIAL COMPETENCES IN TEACHERS AND STUDENTS-PEDAGOGES. KNOWLEDGE - International Journal , 20(2), 811–816. Retrieved from https://ikm.mk/ojs/index.php/kij/article/view/5323

Most read articles by the same author(s)