THE ROLE OF EMPATHY AND REFLECTION IN THE COMMUNICATIVE INTERACTION OF FUTURE TEACHERS WITH STUDENTS IN TEAM FORMS OF ENVIRONMENTAL ACTIVITIES

Abstract

The article analyzes the importance of empathy and reflection as key personal and professional characteristics of a future teacher in the context of implementing team forms of environmental activity. It is shown that effective communicative interaction with students is impossible without the development of emotional sensitivity, the ability to empathize, as well as the ability to analyze one’s own actions and adjust educational strategies. Scientific approaches to the development of empathy are considered as conditions for the formation of a trusting environment and support for partnership relationships between participants in the educational process. A review of theoretical provisions on reflection as a mechanism for professional self-knowledge and self-improvement of a teacher is carried out. Special attention is paid to team forms of environmental activity, which require a high level of communicative interaction and coherence of actions. Conditions that contribute to effective interaction are identified: the formation of an open emotional environment, a clear distribution of roles in the team, the use of reflective methods for assessing group work, and support for the individual contribution of each participant. This involves the systematic introduction of elements of emotional learning into the process of professional training of future teachers, the use of simulation exercises, interactive methods and project activities focused on forming readiness for team interaction. Effective implementation of team environmental activities requires not only methodological skills, but also a deep awareness of the social role of the teacher in the formation of a responsible citizen. Empathy and reflection in this context are key components of new interaction that meets the challenges of the modern New Ukrainian School. Of particular importance in this process is the creation of a favorable educational environment for the development of interpersonal trust, mutual respect and responsibility for a common result. The successful formation of such qualities in future teachers allows to increase the effectiveness of team interaction in complex educational situations related to environmental issues, and stimulates the development of critical thinking, an ecological lifestyle and social activity in students.