Formation of conflictological competence as a component of pedagogical proficiency of future teachers

Abstract

The article substantiates the need to change the emphasis in the formation of conflict competence of future professionals as an important component of their pedagogical skills. It turns out that the modern educational process is permeated with contradictions, conflict situations and deep protracted conflicts, which should be perceived not as «a priori evil», but as natural and to some extent natural manifestations of interpersonal relationships. Therefore, in the development of conflict competence should change priorities to focus on prevention, prophylaxis, warning of conflicts, the formation of a culture of behavior in conflict situations and knowledge, skills, abilities to effectively resolve conflicts, minimize their destructive manifestations.

In the formation of conflict competence as an important component of pedagogical skills of the future specialist, two main blocks are identified and characterized. The first block «Personal» involves the development of such qualities as empathy, intellectual and emotional flexibility, pedagogical tact, creativity, spirituality, openness, ethics, self-reflection, self-analysis, self-development. The second «Professional» block emphasizes that mastering theoretical knowledge about the phenomenon of pedagogical conflict should involve awareness of their constant modernization on the basis of pluralism, controversy, multifacetedness, nonlinearity. This is manifested in the interpretation of the terminology that defines the phenomenon of pedagogical conflict and its structural components. With such a statement of the problem, the need to use innovative foreign experience (theoretical approaches, practical methods and techniques, etc.) to form the conflictological competence of future teachers, built on the principles of pluralism, ideological diversity, tolerance.