ЕМОЦІЙНА КОМПЕТЕНТНІСТЬ ВИКЛАДАЧА ЯК ЧИННИК ПІДВИЩЕННЯ ЕФЕКТИВНОСТІ НАВЧАННЯ ІНОЗЕМНИХ СТУДЕНТІВ

Abstract

Scientific approaches to the definition of the concept of competence of the is analyzed in the article. The analysis of scientific literature allows to consider emotional competence of the teacher as the possession of a system of mechanisms for managing their own emotional states and emotional response, pedagogical expediency of manifestation of emotions, the desire to improve emotional experience on the basis of reflection. Different points of view regarding the definition of the basic components of emotional competence are considered. The structure of emotional competence of the teacher working with foreign students is substantiated, which consists of two aspects: internally personal and interpersonal. The first aspect forming components such as understanding their feelings, selfesteem, confidence, responsibility, tolerance, self-control, activity, flexibility, curiosity, openness to new experiences, achievement motivation, optimism. The second aspect includes communicability, altruism, openness, empathy, an ability to take into account and develop the interests of another person, respect for people, an ability to adequately assess and predict interpersonal relationships, and an ability to work in a team. The opportunities and skills necessary for an emotionally competent teacher who works with foreign students are identified: the presence and awareness of their feelings; an ability to express feelings in a socially acceptable and respectful form; an ability to feel and think at the same time, to be able to realize and use the entire sense register; to take responsibility for their own feelings; manage your feelings; manage their behavior on the basis of accepted ethical decisions; to be able to recognize what other people are feeling, to know how feelings act on other people, to take responsibility for this effect; Do not use feelings to manipulate other people. The influence of the teacher's emotional competence on the effectiveness of the foreign students' learning process is analyzed. The importance of possessing emotional competence for teachers who work in the field of intercultural communication, teaching foreign students is clarified. This allows them, both verbal and non-verbal levels, to recognize the emotions of the partner in communication, express their own emotional states, taking into account the culture of the interlocutor, the situation and the style of communication. Conclusion that increasing the emotional competence of teachers will contribute not only to the academic success of foreign students, but also to the physical health of both students and teachers themselves, as a means of preventing professional burnout is made. Key words: emotional competence, emotional intelligence, foreign students.