TRAINING FUTURE TEACHERS TO REGULATE CONFLICT IN PEDAGOGICAL INTERACTION: THEORETICAL AND PRACTICAL ASPECTS

Abstract

The purpose of the article is to analyze the theoretical and practical aspects of training future teachers to regulate conflicts in pedagogical interaction.

Methodology. In the process of research, individual provisions of the following methodological approaches were taken into account: axiological, personally oriented, and competency-based. To achieve the set goal, a set of scientific research methods was used, in particular: analysis (to process scientific literature on the issue under study) and synthesis (to organize the selected material); comparative – to clarify the scientific position of individual scientists on the essence of pedagogical conflicts, their meaning and ways of their regulation; systematization and generalization – to formulate conclusions; surveying and questionnaires of students based on the results of their educational practice in secondary education institutions – in order to study the experience of regulating pedagogical conflicts.

Scientific novelty. The article substantiates the theoretical principles of training future teachers to regulate conflicts in pedagogical interaction and proposes methodological recommendations for intensification and optimization of this process.

Conclusions. As a result of the study, it was substantiated that pedagogical conflict can potentially be both constructive and destructive in nature, since its course and consequences directly depend on the formation of conflictological competence in the teacher, that is, on his ability and willingness to regulate conflicts in the process of his own professional activity. Accordingly, the teacher should be aware of the signs of pedagogical conflict, the features of its course, and conflict resolution strategies.

For targeted and effective training of future teachers to regulate conflicts within the framework of pedagogical interaction, it is recommended to: introduce relevant topics into the content of normative educational components; actively introduce the selective educational compo­nent «Pedagogical Conflictology» into the educational process; encourage future teachers to engage in informal and informal education in pedagogical conflictology; promote the deepening of students' knowledge of pedagogical conflictology by involving them in scientific and research activities; purposefully develop critical thinking and information culture in future teachers.