FORMING CONFLICTOLOGICAL COMPETENCE OF A TEACHER IN THE EDUCATIONAL SPACE

Abstract

The dissertation examines the problem and importance of developing Conflictological competence in prospective teachers as an important element of their professional readiness; several major elements of Conflictological ability are disclosed. The competence method and its function in developing Conflictological competence in would-be teachers are assigned this characteristic. The authors argue that a prospective teacher's theoretical knowledge, talents, and excel in their area of conflict management at every level of interaction are critical in minimizing conflict's negative manifestations. According to the findings, developing sectarian strife communication skills will enable aspiring teachers to create positive interactions, be adaptable and quick in understanding interpersonal relationship situations, and control their affective and volitional states in conflict and pre-conflict scenarios. The dissertation examines the systematic scientific literature on the subject in depth. The Purpose of Research is a theoretical and empirical study of Conflictological competence as the ability of teachers to manage conflicts in the classroom, forms, and methods of its formation. The study was conducted by the method of secondary research. The current study took a methodical, evidence-based approach. This method incorporates one or more features of a comprehensive study, but it makes no claim to provide the same conclusions. The articles in this study were not evaluated qualitatively. The research is based on research of eight countries scientists such as United States Kazakhstan, Iran, Portugal, Spain, Turkey, Russia, and Ukraine were taken as a basis