PEDAGOGICAL CONDITIONS FOR THE PROFESSIONAL-EMOTIONAL DEVELOPMENT OF STUDENTS BASED ON THE NARRATIVE APPROACH
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Abstract
This article scientifically substantiates the pedagogical potential of the narrative approach in supporting the professional-emotional development of students in the higher education system. The narrative method is presented as a key tool for shaping students’ professional identity through personal storytelling, emotional awareness, and reflective practice. The study highlights the theoretical and practical aspects of the concept of professional-emotional intelligence in higher education, as well as the relationship between emotional stability and professional potential. Methods such as reflective essays, pedagogical diaries, and emotional maps are analyzed for their effectiveness in developing students’ reflective, emotional, and sociocultural competencies. The article offers recommendations on the pedagogical conditions necessary for developing emotional and professional competencies using a narrative approach, as well as the transformative role of the teacher.
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