Abstract
The pedagogical process in an educational institution is determined by the interaction of individuals. Therefore, the decisive factor in the professional development of a teacher is the ability to act as a subject of pedagogical activity and build dialogical interaction with other subjects. Dialogical interpersonal interaction is a prerequisite for the efficient pedagogical activity in an educational institution. In the process of mastering dialogical skills, the professional development of a teacher is ensured. A significant part of the teacher’s professional competencies is associated with interpersonal communications, which focus our attention on the role of dialogical interaction in the professional development of a teacher. Pedagogical competencies are aimed at the implementation of professional activities and the ability to build competent dialogical interaction in the educational process. The optimal result of dialogical interactions is the mastering by the teacher of a certain set of knowledge, professional skills, and personal characteristics, which, in our opinion, could be considered as the criteria of professional growth. We believe that optimization of dialogical interaction between participants in educational relations requires special attention. In the educational institution, it is necessary to pay more attention to the implementation of the communicative potential of the individual, creating a comfortable educational environment for two-way communication. The communicative mobility of all subjects of interaction should be developed at pedagogical councils, training sessions, and parent-teacher meetings with the participation of a school psychologist.
Highlights
A Russian educator M.I. Gulaeva (2015) studied the essence of the process of managing pedagogical conflicts in an educational institution and identified the features and forms of pedagogical management: forecasting; prevention; stimulation; regulation; conflict resolution.The research work of S.V. Danilenko (2014) is devoted to the same issues and draws attention to one of the forms of pedagogical management, namely the resolution of a conflict situation
Hidden actions Compromise a confluence of economic, social or psychological circumstances that make open conflict impossible; risk of damage to the image and / or business reputation; impossibility of direct involvement of one or both parties in the resolution of the conflict; imbalance of resources of the parties in conflict resolution lack of time; lack of resources; the goals of the conflict are important enough, but not worth the effort; conflicting parties with equal forces act in mutually exclusive directions and have directly opposite goals; there is a possibility of reaching interim agreements on complex issues
Requirements for the subject of conflict management: Ability to prioritize in a conflict situation, to distinguish the primary from the secondary
Summary
A Russian educator M.I. Gulaeva (2015) studied the essence of the process of managing pedagogical conflicts in an educational institution and identified the features and forms of pedagogical management: forecasting (the idea of a possible conflict); prevention (avoiding the emergence of a conflict); stimulation (stimulation of constructive conflicts that are the driving force behind progressive transformations); regulation (pedagogical influence on a conflict situation in order to mitigate or weaken it); conflict resolution (the final stage, at which the conflict decays).The research work of S.V. Danilenko (2014) is devoted to the same issues and draws attention to one of the forms of pedagogical management, namely the resolution of a conflict situation. The technology for resolving conflict situations and the use of their positive role in personal development open up great opportunities for the teacher in the educational process, specially creating and resolving these situations in work with students. The main causes of pedagogical conflicts include: high demands on the teacher from the educational system (the professional activity of a teacher requires great intellectual, emotional and mental costs); high requirements for the teacher from the parents (teacher’s role in the educational process); low communication culture among teachers, etc
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