To form the professional competence in a future pedagogue, just academic knowledge is not enough. Non-academic forms of intelligence represent important human abilities in the social reality. Non-academic form of intelligence consists of social, emotional, and practical forms. They are responsible for the full development of the human personality, the ability to react quickly to a situation. Non-academic forms of intelligence develop in the future teacher his qualities required in professional activities, such as promptness, flexibility and creativity. The purpose of this paper, on the basis of teaching and learning materials, is the theoretical development of the methodology for self-development of non-academic intelligence forms in a future teacher. The developed methodology is divided into three stages: "the development of social intelligence", "emotional intelligence development", "practical intelligence development." The program is based on the trainings that are focused on the job of different forms: tests, surveys, exercises. A collective form helps to improve communication skills, to enhance emotional preparation for any situation and to develop the skill of applying knowledge in practice. The research materials can be used in educational practice of pedagogical universities for the formation of professional competence in future teachers.

• Baron, J. (2013). Why a theory of social intelligence needs a theory of character. Social Intelligence and Cognitive Assessments of Personality: Advances in Social Cognition, 2, 61.
• Belova, S.S. (2004). Social intelligence: a comparative analysis of measurement techniques. Social intelligence: Theory, measurement, research: collection of scientific articles Psychology Institute in the Russian Academy of Science. Lucina, D.V., & Ushakova, D.V., (eds.). Moscow: Psychology Institute in the Russian Academy of Science, 109-118.
• Castillo, R. et al. (2013). Effects of an emotional intelligence intervention on aggression and empathy among adolescents. Journal of Adolescence, 36(5), 883-892.
• Chew, B.H., Zain, A.M., & Hassan, F. (2013). Emotional intelligence and academic performance in first and final year medical students: a cross-sectional. BMC Medical Education, 13(1), 1.
• Corcoran, R.P., & Tormey, R. (2012). Developing Emotionally Competent Teachers: Emotional Intelligence and Pre-Service Teacher Education. International Academic Publishers. Evenlode Court, Main Road, Long Hanborough, GB-Whitney, Oxford: Peter Lang Ltd, OX29 8SZ, UK,
• Kovalev, D.A., Khussainova, G.A., Balagazova, S.T., & Zhankul, T. (2016). Formation of Various Competencies in the Process of Training the Future Music Teachers at the Present Stage. International Journal of Environmental and Science Education, 11(11), 4175-4183.
• Mayer, J.D., Salovey, P. & Caruso, D.R. (2008). Emotion intelligence: Theory, Findings, and Implication. Psychological Inquiry, 15(3), 197-215.
• Mayer, J.D., & Salovey, P. (1993). The intelligence of emotional intelligence. New York: Intelligence, 433-442.
• Mortiboys, A. (2013). Teaching with emotional intelligence: A step-by-step guide for higher and further education professionals. (176 p.). Britain: Routledge.
• Pekrun, R., Linnenbrink-Garcia, L. (2014). International handbook of emotions in education, 71 p. Britain: Routledge.
• Rahim, M.A. (2014). A structural equations model of leaders' social intelligence and creative performance. Creativity and Innovation Management, 23(1), 44-56.
• Saxena, S., & Jain, R.K. (2013). Social intelligence of undergraduate students in relation to their gender and subject stream. Journal of Research & Method in Education, 1(1), 1-4.
• Sheth, A. et al. (2014). Twitris: A system for collective social intelligence. Encyclopedia of Social Network Analysis and Mining, 2240-2253. Springer New York.
• Sternberg, E., Forsythe, R., Hadland, J., Howard, J.A., Wagner R.K., Williams, V.M., Snook, S.A., & Grigorenko, L., (eds.). (2002). Practical intelligence. Saint Petersburg: Intelligence 31, 343 – 397.
• Thorndaike, E.L. (1920). Intelligence and its uses. Harpers Magazine, 140, 227-235

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.