КРИТЕРІЇ ТА РІВНІ СФОРМОВАНОСТІ ЕМОЦІЙНО-ЕТИЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ ПОЧАТКОВОЇ ШКОЛИ

The paper specifies that the emotional and ethical competence of a primary school teacher is the ability of an individual to be aware of his own sensations, feelings, emotions and needs, to manage his own emotional states, as well as to interact constructively and safely with the participants of the educational process on the basis of empathy, in compliance with moral and ethical norms and rules.Based on the analysis of the essence and content characteristics of the concept of «emotional-ethical competence of the individual», criteria and indicators of the formation of emotional-ethical competence of future primary school teachers (cognitive, motivational-value and activity) were developed. The cognitive criterion is characterized by the presence and completeness of knowledge of moral and ethical norms of professional activity, the ability to identify one’s own emotional states and the states of other people, the causes of emotional states and behavior; understanding of modern technologies and means of self-regulation, overcoming stress, aware and empathetic listening, non-violent and conflict-free communication. The motivational-value criterion determines the future teacher's attitude to moral and ethical norms as a component of professional activity, the need to develop emotional intelligence, a humanistic approach to communication and interaction with participants in the educational process. The activity criterion assumes the ability of the student of higher education to apply emotional and ethical competence in communication and pedagogical interaction. Three levels of formation of emotional and ethical competence of future primary school teachers are substantiated: high, medium and low.