Abstract
The article examines actual problems of the strategy of the educational process in the aspect of humanization of education, which should be based on genuine self-regulation and active self-determination of the student's personality. Inthecontextof the humanistic paradigm of the educational system, an individual approach to students, encouraging the disclosure of personal potential and creative development, the possibility of emotional contact with students are investigated. The purpose of the article is to study the relationship between the innovative readiness of higher education teachers and emotional intelligence. The methodological basis of the research are the works of such researchers in the field of a personality-centered approach to education as K. Rogers, I.V. Abakumova, I.S. Yakimanskaya, V.V. Serikov, E.V. Bondarevskaya, M.A., Andreev V.I. and others, as well as conceptual provisions in the field of emotional intelligence of scientists (J. Meyer, P. Salovey and D. Caruso R. Bar-On and D. Goleman N. Hall). We have chosen as research methods: diagnostics of "emotional intelligence" (N.Hall); questionnaire to identify the level of innovative readiness for personality-centered interaction of university teachers (author's methodology). As a result of the conducted empirical research, the hypothesis put forward by us about the presence of a positive correlation between emotional intelligence and the innovative indicator of the ability for person-centered interaction of higher school teachers was confirmed.
Highlights
Humanistic psychology defines key guidelines for finding answers to numerous questions relevant to the modern education system
The general hypothesis of the study is the assumption that there is a positive correlation between innovative readiness for person-centered interaction and a high indicator of emotional intelligence of higher education teachers
The questionnaire for identifying the level of innovative readiness for person-centered interaction of university teachers is designed to determine the typological characteristics of teachers based on their attitude to the field of innovation and innovative changes
Summary
Humanistic psychology defines key guidelines for finding answers to numerous questions relevant to the modern education system. Non-role, humanized communication for both students and teachers in the field of higher education carries great prospects. This is a new type of awareness of oneself and others [2, 4, 13]. Such a system is considered by K. Rogers as a real reform of education, based not on the development and implementation of new experimental programs in the learning process, improvement of knowledge, skills and abilities, but on the restructuring of certain personal attitudes of the teacher, implemented in the processes of his interpersonal interaction with students [25]
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