THE CONCEPTUAL FRAMEWORK OF THE EMOTIONAL COMPETENCES OF THE TEACHER – A COMPREHENSIVE APPROACH
THE CONCEPTUAL FRAMEWORK OF THE EMOTIONAL COMPETENCES OF THE TEACHER – A COMPREHENSIVE APPROACH

Summary/Abstract: The article addresses the prerequisites for the development of a category of transversal competences of the teacher – emotional competences, which represent a novelty and interest issue in the postmodern pedagogy studies, focused on the professional training for the didactic career. The article tries to configure the cognitive nucleus of the emotional competence issues, based on conceptual analyzes in the representative literature, focused on comprehensive analyses of the terms of emotional competence and emotional intelligence. The multidimensional structures of the two conceptual domains, being in a functional connection, outline the perspectives of the theoretical and methodological approach of the teacher’s emotional competence profile. The presented theoretical foundations will be used in theoretical studies and future empirical research, which we intend to achieve, according to the general assumed objective, of developing a theoretical, methodological and operational system of the process of development of transversal competences for the didactic career, in general, and of the emotional ones in particular.

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