TEACHERS' INDIVIDUAL HEALTH COMPONENTS DEVELOPMENT: SOCIAL-EMOTIONAL, ETHICAL AND COMPETENCE ASPECTS

The article considers the issues of social-emotional and ethical education of future teachers and practicing teachers in the context of its relationship with the process of their individual health preservation competence forming and the requirements of the professional standard of teacher training in various subjects. The purpose of the work is to reveal the socio-emotional, ethical and competence aspects in the formation of individual health preservation for future teachers and practicing teachers. The research methodology is based on holistic, systemic, axiological, acmeological, synergetic and personality-oriented approaches to the formation of teacher's individual health preservation competence. Research methods: theoretical analysis, comparison, juxtaposition of data from scientific sources. Diagnosis of emotional intelligence of 60 teachers of secondary schools in Chernihiv and 72 students of the Faculty of Physical Education of the T. H. Shevchenko National University «Chernihiv Colehium» was carried out using the method of N. Hall. Scientific novelty. For the first time, an alternative approach to the socio-emotional and ethical training of future teachers and teachers-practitioners has been proposed, which is based on the development of the components of their individual health by forming the individual health preservation competence. The impact of socio-emotional and ethical learning on the health and professional efficiency of teachers has continued to be disclosed. Conclusions. It has been found that socio-emotional and ethical learning has a positive effect on the health of participants in the educational process. In the training and retraining of teachers it is important to develop methods for the simultaneous development of components of the competence of individual health preservation of the teacher, his emotional intelligence and professional competencies, which are defined by the draft Professional Standard for Professions «Primary school teacher», «General secondary school teacher», because there are close content and activities between them. It is established that the level of emotional intelligence of future teachers and teachers-practitioners is mostly low. They need to develop empathy, the ability to recognize other people's emotions and manage their own emotions. Examples of exercises that can be used to develop these components of emotional intelligence and at the same time to form the components of individual health preservation competence and related professional competencies of the teacher are offered