Формирование у будущих педагогов конструктивных стратегий поведения в конфликте

Abstract

The growth of conflicts in the educational environment poses the problem of preparing future teachers to work with conflicts. Mastering constructive strategies of behavior in conflicts is an integral part of professional training. The aim of the article is to evaluate the results of testing the algorithm for the formation of a conscious choice of a strategy of behavior in conflict among students of a pedagogical university when doing the pedagogical conflictology course. The study was carried out on the basis of systemic, process, and competence-based approaches. Before-After/Experimental-Control designs (BA/EC) became a form of study organization. Theoretical and empirical research methods were used. We used the C. W. Thomas Test Questionnaire “Diagnosis of Personality Predisposition to Conflict Behavior” (adapted by N. V. Grishina) to diagnose strategies for a person’s behavior in conflict. The subjects were 337 third-year students from different faculties of South Ural State Humanitarian Pedagogical University. IBM SPSS Staristics 23 program was used for statistical data processing. The article presents the results of the study of the future educators’ behavior strategies. Empirical evidence has shown that future educators who do not know the basics of pedagogical conflictology act spontaneously, unknowingly, and often use non-constructive strategies in a conflict situation. The authors propose an algorithm for the formation of conscious behavior in the conflict of future teachers, as well as the results of its application in the course of pedagogical conflictology. The authors state that there are differences in the choice of constructive strategies between the students of the experimental group and the control group. Students from the experimental group more often than students from the control group began to use strategies such as compromise (28.6% versus 18.2% before the experiment) and cooperation (27.3% versus 23%) after the intervention. In the control group, on the contrary, the proportion of students using the rivalry strategy was higher (28.5%) than in the experimental group after the experiment. Most students in a conflict situation began to analyze their own interests and the consequences of the conflict for further interaction with the other side. Based on the results of the study, the authors developed an algorithm for teaching future educators an informed approach to choosing strategies for behavior in conflict. This algorithm can be used in the process of teaching the pedagogical conflictology discipline in pedagogical universities.