HARMONY OF INTELLIGENCE AND EMOTIONS AS A FACTOR OF PROFESSIONAL SUCCESS OF A FUTURE TEACHER

Authors

  • O.V. Vikhrova Kryvyi Rih State Pedagogical University image/svg+xml
  • T.A. Korchenko Polytechnic College of Kryvyi Rih Technical University , Політехнічний коледж Криворізького технічного університету

DOI:

https://doi.org/10.31812/educdim.4784

Keywords:

intelligence, emotions, emotional weight, pedagogical skills

Abstract

The question of harmony of intellect and emotions is examined in the article as a factor of a professional succes of a future teacher. The arguments of existence of close intercommunication between an intellect and emotions are resulted from the psychological and pedagogical point of view.

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Author Biographies

  • O.V. Vikhrova, Kryvyi Rih State Pedagogical University

    Candidate of Pedagogical Sciences (PhD), Associate Professor

  • T.A. Korchenko, Polytechnic College of Kryvyi Rih Technical University, Політехнічний коледж Криворізького технічного університету

    Lecturer

References

Гамезо М. В. Возрастная и педагогическая психология: Учебное пособие для тов всех специальностей педагогических вузов / Гамезо М. В., Петрова Е. А., Ордо. ва Л. М. - М.: Педагогическое общество России, 2003. - 512 с.

Манойлова М. А. Развитие змоционального интеллекта будущих педагогов / Манойлова Марина Алексеевна. - Псков: ПГПИ, 2004. — 60 с.

Крутещшй В. А. Психология: Учебник для учащихся пед. училищ / Крутецкий Вадим Андреевич. -М.: Просвещение, 1980. - 352 с.

Ильин Е. П. Эмоции и чувства / Ильин Евгений Павлович. - СПб: Питер, 2001. - 752 с.

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Published

14-01-2011

Issue

Vol. 31 (2011)

Section

Current issues of modern secondary school_

License

Copyright (c) 2011 O.V. Vikhrova, T.A. Korchenko

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

HARMONY OF INTELLIGENCE AND EMOTIONS AS A FACTOR OF PROFESSIONAL SUCCESS OF A FUTURE TEACHER. (2011). Pedagogy of Higher and Secondary Education, 31, 474-476. https://doi.org/10.31812/educdim.4784

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