Abstract
The article presents materials of research conducted at the M. Kozybayev North Kazakhstan University. The research objective is to foster the emotional intelligence of prospective educational psychologists. The study tasks involve establishing organizational and pedagogical conditions for students' emotional intelligence development and assessing their influence on professional growth. Using the methodology of scientific and pedagogical research, such methods as review, analysis of world practice and benchmarking, pedagogical observation, questionnaire survey and experiment, control, and measurement, enabled to obtain a number of results: 1) The established impact of the proposed program on the coordinated and constructive development of emotional intelligence parameters in students, taking into account the peculiarities of their professional and pedagogical becoming. 2) The clarification of emotional intelligence resources required for academic achievements and psychological well-being of students. 3) The identification of the most effective strategies for emotional self-regulation in the professional communication environment. The scientific novelty of the research is defined by specifying the profile of emotional intelligence in university students and future school psychologists, the manifestations of this profile in the academic environment of social and pedagogical collaboration, as well as in the school community. Based on the research findings, we came to believe that the development of emotional intelligence parameters is constructively aligned with the formation of a teacher's professional competence. It implies the well-informed and systematic application of self-regulation strategies for emotional regulation by self-directed learners to enhance pedagogical thinking and build personal and professional qualities.