Emotional intelligence as a backgroung for demonstration of competencies of continuous professional development of future teachers

The problematics of the article is related to the expansion of professional training of future teachers from subject-pedagogical to continuous professional development, which is the purpose of the research conducted by the author's team in SKU named after M. Kozybaev (2023-2025). The article presents the resources of emotional intelligence and mechanisms of its integration into teaching, which makes learning comfortable and successful, including in overcoming academic and professional deficits through the processes of continuous professional development in students of the direction of «Pedagogical Sciences». The aim of the article is to substantiate the influence of skills (abilities) of emotional intelligence on motivated, purposeful and sustainable manifestation of competences of continuous professional development. The methods of the research correspond to the realisation of the goal: analysis of review, theoretical and empirical articles, observation of teaching - learning - assessment, survey of students, analysis of students' activity products. The results of the study are related to the clarification of the nature of teaching that allows integrating subject, pedagogical competences and competences of continuous professional development in an educational environment where the emotions of knowledge and behavioural competences help students to enhance the potential of cognitive development by managing socio-emotional development (own and other students'). The obtained results are applicable in the organisation of the educational process in higher education and in the development of educational programmes for its implementation. The conceptual position of the conclusions is the need for further research into the nature of emotional intelligence to direct proactive actions of students and graduates of the direction «Pedagogical Sciences» in the management of their own professional development with the prospect of achieving leadership in educational practice. The research perspective is of particular relevance to the distance learning landscape where student-centredness, personalisation and personalisation of teaching cannot be ruled out. 

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