Педагогические науки / 2. Проблемы
подготовки специалистов
Romanov V.A. 1, Egorov A.I. 1, Mitrokhinа S.V.1, Kormakova V.N.2
1Tula
DEVELOPMENT OF CONFLICTOLOGICAL COMPETENCE
IN FUTURE TEACHERS: MODERN APPROACH
Absence of conflicts is one of the
fundamental categories in the system of the universal human values; this
category stipulates person’s humanistic attitude to the world, his
conscientious recognition of other people’s rights and freedoms irrespective of
their particular features, readiness for the dialogue and cooperation in
different situations of interaction. Present-day society displays great demand
for the person who respects the views, opinions and behavior of other people,
and it raises the question before modern domestic educational system to
thoroughly investigate and generalize psychological, pedagogical and
methodological problems connected with conflictological
competence of future teachers [1; 3].
Modern conflictological
paradigm understands conflict as an objective phenomenon of social interaction
in the form of extreme aggravation of natural contradictions in a society.
Higher
educational institutions are not exceptions in this respect. Objective
character of conflicts in these institutions is determined, to our mind, by the
very nature of educational process, which is propelled by the objective
contradictions, and this, in its turn, makes the conflicts inevitable, and
conflict control becomes the most important constituent of the whole system of
higher education institutions control [2; 5].
In
our opinion, external factors which increase conflict probability in the
teaching process are not social and economic but rather psychological. They
lead to the high level tension in different spheres of interaction, which makes
the processes and mechanisms of students’ development, upbringing and education
more complicated. Nonconstructive behavior of
conflicting parties can lead to the transformation of professional conflicts
into emotional ones, which can result in such negative consequences as growth
of emotional tension, increase of uneasiness both in students and in teachers,
usage of unjustified (sometimes provoking) means of psychological defense. On
the other hand, constructive resolution of a conflict as an objective
contradiction can lead to the higher level of development of the parties interacting in the teaching process.
Present-day understanding of conflictological competence by the leading Russian
scientists makes it possible to view it as an important social and cultural
phenomenon, humanistic imperative in educational environment, one of the
universal aspects of a person’s culture, their value system, as well as a moral
principle of people’s interrelations. However, the character of reciprocal
claims between the teaching staff, University authorities and students, which
constitutes the main part of social and psychological tension in the higher
educational institution, shows that some teachers and members of the University
authorities do not possess the efficient practical means of conflict control
[6].
Importance of realization of conflictological competence in modern education stipulated
the appearance of a great amount of psychological and pedagogical research
papers by A. Antsupov, G. Berezhnaya,
F. Borodkinа, N. Grishina, A. Dontsov, V. Kudryavtsev and others, who consider the development of
this competence to be a social value.
These works disclose the essence, forces
at work, dynamics of conflict, show the conflict typology, describe the ways of
conflict control, specify the responsibility of each of the subjects of
educational offense for creating the conditions for the fulfillment by the
educational system their social and educational functions. In these
circumstances the responsibility for creating the conditions for realization of
all the functions of the educational system presupposes, first of all,
fulfillment in good faith of their professional duties by all the participants
of pedagogical process [4; 7].
Thus, there are some obvious
contradictions related to this problem: between the society’s demand for a
non-conflicting person and inadequate ability of the higher education
institutions to develop conflictological competence
in future teachers; between the demand of the present-day pedagogical practice
in theoretical and methodological justification of conflictological
competence and insufficient degree of its development in pedagogical
science; between the educators’
acknowledgement of the necessity of conflictological competence development and the inadequate
level of communicative competence for realization of such an activity [3; 6].
Analysis of psychological and pedagogical
research data shows that the necessity of conflictological
knowledge and skills is recognized by all scholars, and conflictological
training must become an integral part of curriculum in educating specialists in
different fields. The notions of “conflictological
readiness” and “conflictological competence and
culture”, etc., are in the focus of researchers attention.
Scientific
research and publications of the latest period prove that educators’ competence
in conflictology as a special type of competence
becomes an important component of their professional training. This competence,
in the opinion of G. Berezhnaya, includes not only
the ability to fulfill professional functions in conflictogenic
environment but also the ability to transform it for the successful fulfillment
of professional pedagogical tasks. That is why conflictological competence of higher school educators as a
pedagogical notion must reflect the
target direction of conflictological training, and it
also should be viewed as an integral
quality of pedagogues, their readiness and ability to control conflicts in
educational environment [2; 6].
Consequently,
taking into account the scientifically proven approach of educational
researchers in the sphere of conflictological competence development in higher school
pedagogues we can assume that the methodological basis for such a development
must be a conflict-environmental approach, and educator’s conflictological
competence should be considered the principle task in their professional training in a higher educational
institution.
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