PRE-SERVICE TEACHERS’ INTERPERSONAL INTELLIGENCE SKILLS: PEDAGOGICAL CONTENT, STRUCTURE AND THEORETICAL FOUNDATIONS FOR INTEGRATIVE DEVELOPMENT
DOI:
https://doi.org/10.5281/Keywords:
interpersonal intelligence, pre-service teacher, pedagogical interaction, empathy, collaboration, reflection, integrative approach.Abstract
This theoretical study examines pre-service teachers’ interpersonal intelligence skills. It aims to clarify their pedagogical content, structure and foundations for integrative development. Conceptual comparison and pedagogical modelling are employed. Four components are proposed, aligning knowledge, practical action and feedback.
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