Пожалуйста, используйте этот идентификатор, чтобы цитировать или ссылаться на этот ресурс: http://dspace.tnpu.edu.ua/handle/123456789/12332
Полная запись метаданных
Поле DCЗначениеЯзык
dc.contributor.authorZadorozhna, Iryna-
dc.contributor.authorDatskiv, Olha-
dc.contributor.authorLevchyk, Natalia-
dc.date.accessioned2019-03-19T08:18:39Z-
dc.date.available2019-03-19T08:18:39Z-
dc.date.issued2018-
dc.identifier.citationZadorozhna, I., Datskiv, O., Levchyk N. Development of pre-service foreign languages teachers’emotional intelligence by means of reflection // Advanced Education = Новітня освіта. Kиїв, 2018 Issue 10. P. 62-68uk_UA
dc.identifier.issn2409-3351-
dc.identifier.urihttp://dspace.tnpu.edu.ua/handle/123456789/12332-
dc.descriptionDOI: 10.20535/2410-8286.144538uk_UA
dc.description.abstractThe purpose of this paper is to investigate the development of pre-service foreign languages teachers’ emotional intelligence by means of reflection. 70 students of Ternopil Volodymyr Hnatiuk National Pedagogical University, Department of Foreign Languages, participated in the study for four years. Among them, there were 67 females and 3 males aged 18 to 26. Research instruments used in the study are Self-Rated Emotional Intelligence Scale and Reflection in Learning Scale. Following the completion of these self-rated questionnaires in the first semester of their programme, the participants were engaged in reflective practice by means of three reflective tools – writing journals, reflective portfolios and reflective classroom discussions. Five domains of emotional intelligence (perceiving, using, understanding, managing emotions and social management) became an integral part of reflection. It was hypothesised that a relationship between emotional intelligence and reflective practice would emerge. At the end of the eighth semester, the participants self-assessed their emotional intelligence and reflective skills again using the same instruments. Results indicate that systematic reflection develops pre-service foreign languages teachers’ emotional intelligence. In addition, classroom discussions revealed the need for reflection in a foreign language for personal and professional development of the participants. We conclude that there is a relationship between the level of pre-service foreign languages teachers’ emotional intelligence and the development of their reflective skills. The findings of the study can be applied in the design and implementation of educational programmes for pre-service foreign languages teachers.uk_UA
dc.language.isoenuk_UA
dc.subjectpre-service foreign languages teachersuk_UA
dc.subjectemotional intelligenceuk_UA
dc.subjectreflectionuk_UA
dc.subjectemotionsuk_UA
dc.subjectwriting journaluk_UA
dc.subjectreflective portfoliouk_UA
dc.subjectreflective classroom discussionuk_UA
dc.titleDevelopment of pre-service foreign languages teachers’emotional intelligence by means of reflectionuk_UA
dc.typeArticleuk_UA
Располагается в коллекциях:Статті

Файлы этого ресурса:
Файл Описание РазмерФормат 
Datskiv_St.pdf597,32 kBAdobe PDFПросмотреть/Открыть


Все ресурсы в архиве электронных ресурсов защищены авторским правом, все права сохранены.