RESEARCH OF EMOTIONAL INTELLIGENCE AND MULTICOMMUNICATIVE EMPATHY AS COMPONENTS OF FUTURE TEACHERS’ PERSONAL READINESS TO WORK IN INCLUSIVE EDUCATIONAL SPACE

Abstract

Objective. The article outlines the essence of personal readiness of future teachers to work in an  inclusive educational space and ensure its quality. Emotional intelligence and empathy are defined  by the components of personal readiness. The results of the study of emotional intelligence and  multicommunicative empathy as components of personal readiness, in particular components of  emotional intelligence, are analyzed: emotional awareness, management of one’s emotions, self motivation, empathy and recognition of other people’s emotions, as well as the importance of its  development for future pedagogical workers, in particular in the conditions of inclusive education.  The importance of its development for future teachers in inclusive education is emphasized. The  features of the manifestation of high, medium and low levels of partial emotional intelligence revealed  in the participants under study are described. In addition, the manifestation of empathy as a scale of  emotional intelligence is described in more detail on the basis of the analysis of the results of the  diagnosis of the level of multicommunicative empathy according to the scales defined by the  methodology: the manifestation of empathy towards parents, animals, elderly people, children,  characters of works of art and towards strangers or unfamiliar people. The peculiarities of the  manifestation of empathy according to the very high, high, medium, low and very low levels found  in the respondents are described. Research methods: theoretical (analysis, systematization and  generalization of research results); empirical (methods “Diagnostics of “emotional intelligence” (N.  Hall) and “Diagnostics of the level of polycommunicative empathy”). The content of the methods,  namely the components of the phenomenon studied, make it possible to assess the ability of future  teachers to understand others, expressed in emotions, and manage the emotional sphere on the basis  of decision-making. The study involved 365 students of pedagogical specialties (“Primary  Education”, “Secondary Education” and “Special Education”) from 16 higher education institutions  of Ukraine. Conclusions. According to the specified methods, the predominance of the average level  was recorded, which, taking into account the subject of our scientific research, we consider a positive  trend. Conclusions have been outlined and prospects for further scientific research have been formed.