Abstract
The aim of the study is the theoretical and empirical analysis of the peculiar features of the development of conflict resolution competency of trainee teachers. Attention is drawn to the role of conflict resolution competency of trainee teachers in their future professional activities. The research methodology and its algorithm included a complex psychological and pedagogical experiment, consisting of indicative, formative and control stages. The study of the peculiarities of conflict resolution competency of trainee teachers was carried out on the basis of the Department of Pedagogy, Psychology, Law, History and Philosophy of the Mytischi Branch (MB) of Bauman Moscow State Technical University. In the course of the empirical research, a program for increasing the level of conflict resolution competency of trainee teachers was developed and implemented, with a total duration of five months. It was attended by 120 trainee teachers. The program participants passed the selection based on the multidimensional personality questionnaire “Adaptability”, which allowed us to filter out some applicants with low adaptability and lack of motivation to participate in the program. The results of the study proved the efficiency of the developed program. The study also revealed the trends of further research in line with the stated problem.
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