Psycholinguistic Features of the Development of Social Intelligence of the Teacher
The authors of the research worked out the structure of the teacher’s social intelligence, identified and substantiated psychological determinants for the development of personal qualities of teachers, the peculiarities of using by the teachers the cognitive styles of activities which would determine the high level of the development of social intelligence.
It was shown that a social intelligence of a teacher was a complex personality neoplasms, which contained cognitive, systemic and integral substructures. Systemic substructures are communicative and prognostic competences which in their turn contain integral components, in particular, mechanisms of anticipation, decentralization, intellectual initiation, decision-making, planning, control and self-control, reflection and etc. At the same time, the communicative competence and the ability of a teacher that are a part of substructure of cognitive competence of a specialist are presented, first of all, on the micro-level of social intelligence (the ability to understand and to predict the effects of the behaviour of people, the ability to summarize logically important features and various nonverbal reactions of a person; the ability to understand changes in verbal reactions of a person depending on the context of social situation, which caused them; the ability to understand the logic of the development of the situation of interpersonal interaction, the importance of the behavior of different people in these situations, and also a personal and intellectual reflection). Meanwhile, the prognostic competence and empathy are presented on the meso-level, whereas the mechanisms of anticipation, decentralization, intellectual initiation, decision-making, planning, control and self-control, reflection, etc., ensuring the functioning of social intelligence, are on the macro-level.
Gardner, H. (1993). Multiple intelligences: the theory in practice. New York: Basic Books.
Genkina, V.A. (2000). Razvitie socialnogo intellekta pedagoga specialnoj shkoly v professionalnoj dejatelnosti [The development of social intelligence of the teacher of a special school in professional activity]. Candidate’s thesis. Chelyabinsk [in Russian].
Hestvik, A., Bradley, E., & Bradley, C. (2012). Working Memory Effects of Gap-Predictions in Normal Adults: An Event-Related Potentials Study. Journal of Psycholinguistic Research. 41(6), 425–438. doi: 10.1007/s10936-011-9197-8
Lukicheva, M.A. (2004). Razvitie socialnogo intellekta studentov – budushhih uchitelej [The development of social intelligence of students – future teachers]. Candidate’s thesis. Cherepovets: Cherepovets State University [in Russian].
Rudenko, S.V. (2008). Socialnyj intellekt kak faktor uspeha pedagogicheskoj dejatelnosti [Social intelligence as a factor of the success of pedagogical activity]. Candidate’s thesis. Kyiv: G.S. Kostyuk Institute of Psychology of NAES of Ukraine [in Ukrainian].
Wing Chee So, Sotaro Kita, & Goldin-Meadow, S. (2013). When Do Speakers Use Gestures to Specify Who Does What to Whom? The Role of Language Proficiency and Type of Gestures in Narratives. Journal of Psycholinguistic Research, 42(6), 581–594. doi: 10.1007/s10936-012-9230-6
Abstract views: 177 PDF Downloads: 118
Copyright (c) 2018 Psycholinguistics
This work is licensed under a Creative Commons Attribution 4.0 International License.