NEUROPEDAGOGICAL FOUNDATIONS OF EMOTIONAL COMPETENCE FORMATION IN PRE-SERVICE TEACHERS
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This article explores the neuropedagogical foundations that underlie the formation of emotional competence in pre-service teachers. Emotional competence, recognized as a critical component of professional readiness, is shaped by the interaction between neurobiological structures and pedagogical processes. The study examines the functional roles of the limbic system, prefrontal cortex, and mirror neuron networks in supporting emotional awareness, regulation, empathy, and interpersonal sensitivity among future educators. In addition, modern neuropedagogical strategies—including mindfulness-based neuroeducation, brain-based instructional models, and neurocognitive training—are analyzed as mechanisms for enhancing emotional competence during teacher preparation. The findings highlight that integrating neuroeducation principles into teacher training programs contributes to the development of emotionally resilient, reflective, and socially adaptive pedagogical professionals.
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