MECHANISMS FOR DEVELOPING SOCIAL AND EMOTIONAL COMPETENCE IN PRE-SERVICE FOREIGN LANGUAGE TEACHERS
DOI:
https://doi.org/10.31652/2786-9083-2026-7(2)-57-69Keywords:
social-emotional competence, social-emotional learning, pre-service foreign language teachers, reflection, student-centered approach, emotional intelligence, teacher professional training, teaching practice, inclusive educationAbstract
The article examines the problem of developing social-emotional competence in pre-service foreign language teachers in the context of contemporary educational transformations driven by the reform of Ukrainian education, the shift toward a student-centered paradigm, and the growing emphasis on the emotional component of the learning process.
The aim of the study is to provide a theoretical justification of the role of reflection as the main mechanism for developing social-emotional competence in pre-service foreign language teachers and to describe effective pedagogical strategies for its formation. The research involved an analysis of scholarly sources concerning the essence of social-emotional competence and its structural components: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The study establishes that the development of social-emotional competence in future teachers largely depends on the formation of reflective skills, the ability to engage in self-analysis, critical thinking, and awareness of one’s own professional activity.
Special attention is given to the practical aspects of developing social-emotional competence, in particular the use of reflective techniques and strategies in the process of teacher education. A range of methodological tools is proposed that contribute to the development of self- awareness, self-management, social awareness, and responsible decision-making skills, namely keeping a professional reflection journal and analyzing success situations in professional practice.
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