Advancing the Career Development for Future Primary School Teachers in Ukraine: New Neuropedagogical Challenges
DOI:
https://doi.org/10.18662/rrem/16.4/906Keywords:
Emotional intelligence, empathy, victimity, excessive sensitivity, strengths and weaknesses of EI, positive and negative impact of EI, self-regulation, self-supervision, educational challenges and risksAbstract
The article examines the neuropedagogical problem of developing emotional intelligence (EI) in future primary school teachers in Ukraine, particularly in the face of new social risks. It analyzes the recent neuropedagogical challenges and discusses how educational reforms and socio-political tensions affect teachers’ emotional stability and ability to maintain balance and teach pupils effectively. The article aims to explore the neuropedagogical aspects of developing EI in future primary school teachers under current challenges, such as Russia’s war against Ukraine. It also seeks to identify the constructive and destructive professional manifestations of EI and to address the methodological and epistemological gaps in resolving this problem. Research methods include descriptive and critical review, analysis of independent sociological data and the findings from the authors’ semi-structured survey of future primary school teachers, followed by pedagogical modelling, and SWOT analysis presented as a key tool for outlining neuropedagogical challenges related to EI as a teacher’s controversial characteristic. This article presents a concise overview of neurophysiological and neuropedagogical aspects of EI, combining reasoned assessment with constructive discussion. It introduces relevant neuropedagogical methods and techniques for future teachers to help them adapt to stress, improve the interaction among pupils, and enhance the practical use of EI during early teaching experience and career development. Key results include identifying factors which influence the zonal, neurohumoral and emotional-behavioural predictors of EI, as well as assessing strengths and weaknesses of EI in future primary school teachers. Finally, the article offers detailed recommendations for neuropedagogical correction under the current challenges in Ukraine’s education. The international relevance of the article lies in debunking the “myth” of the universal applicability of EI in various socio-psychological conditions and outlining key approaches to address this particular problem in the future.
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