Структура емоційної культури майбутнього вчителя початкових класів в умовах надзвичайних ситуацій

Abstract

The article defines the category «emotional culture of the future primary school teacher in emergency situations» as the teacher's perceived readiness to implement emotional competencies necessary for the constructive solution of professional tasks in the complex conditions of today. A theoretical analysis of the scientific literature was carried out, and on its basis two aspects were distinguished in the structure of the emotional culture of the future primary school teacher in emergency situations ‒ intrapersonal (understanding one's own emotions and managing them) and interpersonal (understanding the emotions of other participants in the educational process and managing them), as well as psychological, pedagogical and cultural components are defined. It was established that the emotional culture of the future primary school teacher in emergency situations presupposes his motivation for effective professional activity, a system of relevant knowledge and skills, therefore the criteria for evaluating the level of its formation are determined: motivational-value, emotional-cognitive, reflective-active. It was concluded that a high level of emotional culture formation is one of the indicators of future teachers' readiness to effectively perform professional tasks in emergency situations. The teacher needs to know the potential risks from emergency situations, to be able to predict and recognize dangers, and if possible, to avoid or at least minimize their negative impact on the participants of the educational process thanks to a developed emotional culture