Volume 04 Issue 01-2024
40
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
01
P
AGES
:
40-45
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Pedagogical conflict is a conflict of interests, mutual opposition, dispute and conflict between teacher and student,
teacher and parents, colleagues and management in the editorial process. In this sense, this article is devoted to the
issues of the emergence of pedagogical conflicts that arise in the educational process, its causes, consequences, and
finally its prevention.
KEYWORDS
Conflict, pedagogical conflicts, pedagogical conflict in a team, pedagogical conflict between a teacher and a student,
school team, leadership, educational issues, school, educational institution, student personality.
INTRODUCTION
Every child is a person who enters the human society
day by day and acquires a unique individuality. The
slogan "It is necessary to develop the child's creative
abilities, intellectual abilities, curiosity and aspiration"
is emphasized every day. What is individuality? How
should it be developed? If there are 20 children in a
group in pre-school educational institutions, and 30-40
children in school classes, then how can you approach
each child individually? Modern scientific achievements
advise us, adults, to put ourselves in the shoes of a
child, to try to observe the surroundings with the eyes
of a child. If we can evaluate the qualities of the child
known and unknown to us and discover his inner world
for ourselves, then we will have the opportunity to
treat the child in a new way and understand the
behavior that was incomprehensible at first. All
children are different. But they all need our attention,
kindness and love. All of them - bullies, quarrelers, and
"this" are worthy of loving relationships. In recent
times, we often come across differential, individualistic
Research Article
PEDAGOGICAL CONFLICTS IN THE EDUCATIONAL PROCESS AND ISSUES
OF THEIR ELIMINATION
Submission Date:
January 05, 2024,
Accepted Date:
January 10, 2024,
Published Date:
January 15, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue01-08
X.I.Ibraimov
Academician Of Asruz, Doctor Of Pedagogical Sciences, Director At The Scientific Research Institute Of
Pedagogical Sciences Of Uzbekistan Named After T.N. Kari Niyazi, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 04 Issue 01-2024
41
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
01
P
AGES
:
40-45
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
approaches to the education and upbringing of
children. Of course, there are such children with whom
it is a pleasure to start a relationship and talk. They are
interested in everything, everything "comes from the
ashes", polite, capable and very friendly. But not every
child can be included in the category of such children.
Then the teacher has to use all the experience,
creativity and inner feelings in order to find a way for
every girl and boy.
Nowadays, it is more important than ever to raise
children from a young age to be attentive to others, to
prepare them for a good attitude towards people, and
to teach them cooperation. For this purpose, the
pedagogue should acquire the skills and abilities to
prevent conflict situations and solve them, because the
interaction of the participants in the pedagogical
process is becoming more and more important for the
modern school.
In many articles about the problems of the modern
school, it is written a lot about its main disappointment
- the pedagogue's lack of interest in the child's
personality, his unwillingness and unwillingness to
understand his inner world, and because of this,
conflicts arise between pedagogues and students,
school and family. In this case, first of all, rather than
the reluctance of the teachers, their inability to solve
many conflicts, their helplessness in the face of this
situation is manifested.
At a time when the field of education in our country is
developing more and more, the need for qualified
personnel in the field of pedagogy is increasing even
more. In particular, many reforms are being
implemented in terms of pedagogical skill and level
improvement. Lexically, "conflict" refers to a clash of
opposite, incompatible forces, a lack of mutual
agreement between two or more parties, a conflict
that represents a conflict of interests.
Pedagogical conflict is a conflict of interests, mutual
opposition, dispute and conflict between teacher and
student, teacher and parents, colleagues and
management in the editorial process. A teacher should
be well-educated, intellectually, morally, spiritually
mature, have a wide range of knowledge, speak
fluently, and have editorial skills.
The teacher's redagogical knowledge skills are evident
mainly in class and audience activities. The teacher and
the student should have a lively language, exchange
ideas, sincere attitude, respect, and work together to
achieve the main goal.
Pedagogical conflicts give impetus to the development
of professional deformation in the teacher's activity. If
conflicts are not regularly resolved positively, they can
cause stress, mental tension, and emotional burnout
syndrome in the teacher's personality. Factors causing
pedagogical conflicts are:
-
information factor;
-
attitude factor;
-
behavioral factor.
There are different kinds of conflicts at school. The
field of pedagogy consists of a set of all types of
purposeful formation of a person, and its essence is the
activity of teaching and mastering social experience.
Therefore, it is here that it is necessary to create
favorable social and psychological conditions for the
peace of mind of pedagogues, students and parents. In
recent times, we often encounter a differential,
individualized approach to the education and
upbringing of children. Entering, talking - brings
pleasure to a person. Conflicts between students at
Volume 04 Issue 01-2024
42
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
01
P
AGES
:
40-45
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
school: In the field of public education, it is accepted to
distinguish four subjects: student, teacher, parents and
administration. Depending on which subjects are in
mutual relations, the following types of conflicts can
be indicated: student - student; student - teacher;
student - parents; student - administration; teacher -
teacher; teacher - parents; teacher - administration;
parents - parents; parents - administration;
administration - administration Disputes about
leadership among students are the most common,
such disputes reflect the struggle of two or three
leaders and their groups for leadership in the
classroom. In the middle grades, more boys and girls
are in conflict. Three to four teenagers may have a
conflict with the whole class, or a conflict between one
student and the whole class may arise. A teacher's
personality can greatly influence students' conflict
behavior. Its influence can be manifested in different
aspects. First, the teacher's style of relationship with
other students serves as a model for repetition in
interactions with peers. Research shows that the first
teacher's communication style and pedagogical tactics
have a significant impact on the establishment of
interpersonal relationships with classmates and
parents. The personal style of relations and
pedagogical tactics of "cooperation" are the basis for
the most conflict-free relations of children with each
other. However, very few teachers of small classes
have mastered this method. Elementary school
teachers with a clearly expressive functional style of
communication follow one of the tactics ("dictation"
or "care"), which strengthen interpersonal relations in
the classroom. Many of the conflicts express the
attitude of "authoritarian" teachers in the classrooms
even at the senior school age. Secondly, it is necessary
for the teacher to intervene in students' conflicts and
manage them. This does not necessarily mean
suppressing them. Depending on the situation,
management intervention or just good advice is
needed. Involvement of conflicting parties in
cooperative activities, solving conflicts of other
students, especially class leaders, has a positive effect.
The process of teaching and upbringing, like any
development, is impossible without contradictions and
conflicts. Today, dealing with children whose living
conditions cannot be considered comfortable is a
normal part of life. M.M. According to Ribakova,
among the conflicts between teachers and students,
the following conflicts stand out: in the activities that
arise in connection with the student's mastery, his
performance of extracurricular tasks; Behavior
(actions) caused by the student's violation of the rules
of conduct at school and outside of school;
Relationships that arise within the framework of
emotional-personal relationships of students and
teachers.
Activity conflicts arise between the teacher and the
student and are manifested in the student's refusal to
perform educational tasks or poor performance. Such
conflicts often occur with students who experience
learning difficulties; the teacher conducts the lesson in
the classroom for a short time, and the relationship
between him and the student is limited to academic
work. Recently, there has been an increase in such
conflicts due to the fact that the teacher often sets
high standards for mastering the subject, and uses
grading as a means of punishing those who break the
discipline. Such situations often cause talented,
independent students to drop out of school, and the
remaining ones become less motivated to study.
Action conflicts: The teacher's mistake in resolving the
conflict creates new problems and conflicts, which
other students join; it is easier to prevent a conflict in
Volume 04 Issue 01-2024
43
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
01
P
AGES
:
40-45
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
pedagogical activity than to successfully resolve it. In a
conflict, it is very important for the teacher to
determine his position correctly, because if the class
team is on his side, it will be easier for him to get out of
the situation. If the class begins to riot together with
the violator or is in a ambivalent position, this will have
negative consequences (for example, conflicts may
become permanent). Relational conflicts often arise as
a result of the teacher's inability to skillfully handle
difficult situations and usually last for a long time.
These conflicts become personal, cause the student to
dislike the teacher for a long time, spoil their
relationship for a long time. In the teacher's
communication with the student, not only the content
of the speech, but also its tone, pronunciation, and
facial expressions are important. If the tone of speech
during communication between adults conveys up to
40% of information, the influence of tone of speech
during communication with a child is much greater. It
is very important to listen and hear the student. It is not
easy to do this for a number of reasons: firstly, it is
difficult to expect a clear and meaningful speech from
a child, so adults make them talk a lot, making it more
difficult for them to speak ("Okay, everything is clear,
go on!"). Secondly, teachers often do not have time to
listen to the child, even if the child has the desire to
speak, and the student loses interest in the
conversation when the teacher needs to learn
something. The actual conflict between the teacher
and the student can be analyzed at three levels:
• from the point of view of the objective
characteristics of the organization of educational work
at the school;
• from the point of view of social
-psychological
characteristics of specific interpersonal relations of
class, pedagogical team, teacher and student;
in terms of age, gender, individual-psychological
characteristics
of
the
conflict
participants.
Characteristics of pedagogical conflicts
Among them, the following can be indicated:
• Teacher's responsibility for pedagogically correct
solution of problematic situations: after all, school is a
model of society, in which students learn the rules of
human relations;
• Participants in conflicts have different social
positions (teacher - student), their behavior in the
conflict is determined by this;
• The difference in the life experiences of the
participants creates a different level of responsibility
for errors in conflict resolution;
• Different understanding of events and their causes
(conflicts appear differently "in the eyes of the
teacher" and "in the eyes of the student"), so it is not
always easy for the teacher to understand the depth of
the child's emotions, and it is not easy for the student
to suppress his emotions and collect his mind;
• The participation of other students turns them from
witnesses to participants, and the conflict becomes
educational for them as well; the teacher should
always keep this in mind.
The professional position of the teacher in the conflict
requires him to take the initiative in solving it and to
know how to put the student's interests first as a
developing person;
It is necessary to manage their emotions, to be
objective, to justify their treatment to the students, to
allow them to "get angry";
Volume 04 Issue 01-2024
44
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
01
P
AGES
:
40-45
SJIF
I
MPACT
FACTOR
(2021:
5.
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)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
It is not necessary to force one's own views on the
reader, to transfer one's own opinion;
It is impossible to insult the student (there are such
words that cause great damage to the relationship,
and further attempts at reconciliation will not be
useful);
Try not to expel the student from the class;
As much as possible, you should not contact the
administration;
Do not respond to aggression with aggression, do not
touch his personality,
It is necessary to evaluate only specific actions;
it is necessary to give oneself and the student the right
to make mistakes without forgetting that "only those
who do nothing make mistakes";
It is necessary to try not to spoil the relationship with
the child, regardless of the results of the conflict
resolution (to say that one is sorry for the conflict, to
express one's attitude to the student);
It is necessary not to be afraid of conflicts with
students, but to take the initiative in solving them
correctly. Therefore, it is important to understand that
it is better to solve the problem that caused the conflict
together, by joining forces. First, it helps to critically
analyze one's views and actions. Identifying and
admitting personal mistakes reduces participants'
negative perceptions.
Secondly, it is necessary to try to understand the
interests of others. Understanding does not mean
acceptance or justification. However, it broadens their
perception of the opposite party and helps them to be
objective. Thirdly, it would be appropriate to highlight
constructive directions in the behavior and even
desires of the participants. There are no generally bad
or generally good people or social groups. There will be
some positivity in each. It can be concluded that it is
necessary to rely on these in resolving disputes.
In a word, not only didactic, pedagogical and
psychological approaches, but also skills and
communication culture occupy a special place in the
issue of eliminating pedagogical conflicts. Of course,
the organization of appropriate communication and
good treatment of the object is the most effective way
to solve pedagogical tasks and eliminate possible
conflicts.
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(ISSN
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04
ISSUE
01
P
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40-45
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(2021:
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1121105677
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Oscar Publishing Services
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