Forming conflictological competence of future teachers in Lviv University

Abstract

The article considers conflict competence of the prospective teachers and school staff as one of the components of pedagogues’ professional training for the effective performance of their professional duties. Conflicts that occur in the society cause the emergence and aggravation of conflicts in all social institutions, including educational institutions. Thus, it is important to train future educators to prevent and resolve conflicts in order to build peace and interact with people affected by the consequences of conflicts, namely migrants, displaced persons, people with disabilities etc. It is argued that conflictological competence of a pedagogue is a complex concept that integrates dynamic structural components and opportunities for their development. It includes personal, cognitive and technological components, but the diversity of modern society calls for additional knowledge of intercultural literacy and inclusive education to successfully resolve pedagogical conflicts. The formation of intercultural and inclusive components of conflictological competence is one of the tasks of the disciplines “Conflicts in Pedagogical Activityˮ and “Conflict Resolution in Education Management and Expert Activityˮ, which are in the core curriculum of the professional training for master students majoring in specialties 013 Elementary Education and 011 Educational, Pedagogical Sciences at the Faculty of Pedagogical Education, Ivan Franko National University of Lviv. In order to master future educators’ intercultural communication the mentioned above courses are taught in English, which allows students to develop their international professional vocabulary, provides intercultural literacy and forms the ability to effectively interpret documents and artifacts from different cultural contexts. Teaching students how to use constructive approaches to conflict resolution in educational institutions of various types encourage their emotional, cognitive and moral learning but also stimulates future educators’ reflective thinking about inclusion and associated values, develop empathy towards different realities and prepare them to deal with inherent school coexistence. Keywords: conflictological competence, educational conflicts, future teachers’ training.