Social Intelligence as a Condition for the Development of Communicative Competence of the Future Teachers

Yermentaeyeva, Ardakh; Aurenova, Madina; Uaidullakyzy, Elmira; Ayapbergenova, Almira; Muldabekova, Kamshat

doi:10.1016/j.sbspro.2014.01.1021

Cited by 15 publications

(5 citation statements)

References 5 publications

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“…Yet, the present study findings disagreed with Dsouza's (2016) results, reporting that RBTM improved skills related to analysis, interpretation, synthesis, and organization, as well as reading, writing, speaking, listening, language, and communication skills. Hence, it is viable to conclude that the methods applied in the current study remained incapable of developing students' abilities such as grasping, comprehending, and using emotional information and providing high performance (Emmerling & Boyatzis, 2012), practical thinking, and social adaptation (Yermentaeyeva et al, 2014).…”

Section: Changes In Social Intelligence Metacognitive Thinking and Ac...mentioning

confidence: 87%

Examining the Effects of Project and Resource-Based Teaching Methods on Social Intelligence, Metacognitive Thinking and Academic Achievement

GÜNDÜZALP,

GÖKTAŞ

2024

Participatory Educational Research

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This study aimed to reveal the effects of project- and resource-based teaching methods on student teachers' social intelligence, metacognitive thinking skills, and academic achievements. A pretest-posttest control group design, a quasi-experimental method, was used in the study. The study used the purposeful sampling method to determine the study group. The study group consists of four different groups. The study analyzed the collected data by MANOVA and paired samples t-test. The findings obtained from the study showed that there was a significant difference in terms of metacognitive thinking skills and academic achievement between the groups to which different teaching methods were applied. In the study, it was understood that the group to which PBTM was applied was more successful than the other groups in terms of metacognitive thinking skills and academic achievements. It was observed that there was a significant difference between the pre-test and post-test scores regarding the metacognitive thinking skills and academic achievement of the group to which PBTM was applied. On the other hand, it was determined that there was no significant difference in terms of the scores regarding social intelligence levels between the groups to which different teaching methods were applied in the study. It was observed that there was no significant difference between the social intelligence variable pre-test and post-test scores of the groups. In conclusion, the study revealed that different teaching methods used in lessons affected students' social intelligence, metacognitive thinking and academic achievement at different levels.

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Section: Changes In Social Intelligence Metacognitive Thinking and Ac...mentioning

confidence: 87%

Examining the Effects of Project and Resource-Based Teaching Methods on Social Intelligence, Metacognitive Thinking and Academic Achievement

GÜNDÜZALP,

GÖKTAŞ

2024

Participatory Educational Research

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“…The first step is to allow participants to voluntarily separate. Organization of collective and design research: Creation of a genuine interconnection environment through the formation of common values and principles, common good traditions of collaborative process participants; become a situation where individual pupils and staff will be able to adopt and introduce innovative methods, advanced research projects, and work without psychological-pedagogical experience, problem-free research; humanistic, democratic trends, diagnostic techniques, subject to subject relationships, and communication between pupils and teachers, pupils and pupils, teachers and parents, have a new character as an interactive, reflexive, collective unit (Yermentaeyeva, et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

The Evaluation of Primary School Teacher Role on Research Activities

Borashkyzy

Amirova

Eshtayevna

et al. 2020

IJCRSEE

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Many primary education programs, including the updated educational program in Kazakhstan, involve the creation and implementation of thematic units to prepare younger students for research activities. This approach is reflected in the integrated method of teaching and learning in primary classes. However, in cases where the research-based pedagogical approach is not used, it has become an urgent problem because it cannot meet the interest of students. Therefore, this article intends to study theoretical works on the preparation of primary school students for research, conduct experimental work on a small experimental site, and consider specific results. In theoretical terms, such works as content analysis, synthesis, generalization, survey, and diagnostics were organized. Analyzing the experimental work on the stages of identification and formation. Based on methodological materials to prepare students for research, we offer percentages.

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“…Based on the analysis of psychological research, it can be argued that communicative competence is a complex, most likely, multi-component psychological formation, more precisely, a new personality formation. In the structure of the subject's communicative competence, components are most often distinguished [27]: 2) the ability to optimize interpersonal interaction in microgroups;…”

Section: Figure 2 Basic Theories Of the Stage Of Multidisciplinary De...mentioning

confidence: 99%

The Role of Communicative Competence in the Structure of Social Intelligence of Teachers of Higher Education Institutions

Mihus¹,

Nakonechna²

2022

PALR

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Communicative competences occupy a prominent place in the structure of social intelligence. Communication skills play a particularly important role in the activities of teachers of higher education institutions. The purpose of the article was to find out the role of communicative competence in the structure of social intelligence of teachers of higher education institutions. The methodological basis of the research was the general scientific methods of analysis and synthesis, comparison and generalization, as well as the historical method and the method of visualization. The information base of the research was scientific works obtained from open sources. The main results of the study were the systematization of scientific works in the field of social capital, compiled according to the chronology of the study. The main theories of the stage of multidisciplinary development of social capital in modern conditions are summarized. Systematized the main components of the subject's communicative competence in general, and of teachers of higher education institutions in particular. The main characteristics of a communicatively competent teacher of higher education institutions are summarized. The author's concept of "communicative competence of a teacher of secondary education" is proposed.

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Social Intelligence as a Condition for the Development of Communicative Competence of the Future Teachers

Cited by 15 publications

References 5 publications

Examining the Effects of Project and Resource-Based Teaching Methods on Social Intelligence, Metacognitive Thinking and Academic Achievement

Examining the Effects of Project and Resource-Based Teaching Methods on Social Intelligence, Metacognitive Thinking and Academic Achievement

The Evaluation of Primary School Teacher Role on Research Activities

The Role of Communicative Competence in the Structure of Social Intelligence of Teachers of Higher Education Institutions

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