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PEDAGOGICAL CONFLICT MANAGEMENT IN AN EDUCATIONAL INSTITUTION
OF HIGHER EDUCATION
Basharova Gulmira Galimyanovna
Assistant of Fergana State Technical University
+998939777233
Annotation.
This article examines the results of an analysis of the problem of increasing
the conflictological competence of participants in the educational process. Conflicts between
different participants in the educational process are characterized by their originality and
peculiarities. Currently, it is relevant to study and systematize the issues of pedagogical conflict
management in educational institutions of higher education, as this is aimed at more effective
solution of pedagogical and social tasks. Pedagogical conflict management will make it possible
to more effectively form the conflictological competence of participants in the educational
process. The article presents pedagogical conflict management as an integrated system process
that includes special structural components that are interconnected. From the point of view of
expediency of activity, the formation of conflictological competence of participants in the
educational process of the university makes it possible to carry out both management and
transformation functions. One of the conditions for successful pedagogical conflict management
in an educational institution of higher education should be a scientifically based conflict
management model, including the organization of step-by-step activities that underlie the
development of appropriate programs and technologies. The necessity of introducing into the
practice of universities a special program to improve the conflictological competence of
participants in the educational process is shown.
Key words:
conflict, conflictological competence, pedagogical conflict, conflict management,
subjects of the educational process.
Introduction. In modern society, special attention is paid to research into various aspects of
education and upbringing, including problems of optimizing the educational process at different
levels of training. Issues of managing activities in higher education institutions were considered
by G.V. Gutnik, I.I. Kalina, E.I. Mikhailova, P.I. Tretyakov, T.I. Shamova, S.S. Uchadze and
other scientists. Researchers noted the advisability of developing new methods and forms of
managing educational activities in universities, which would influence the optimization of the
entire system of higher education, taking into account the requirements of modern times. One of
the conditions for optimizing the system of managing higher education is increasing the
conflictological competence of participants in the educational process [3, 18]. The issues of
substantiating the essence, structure and types of conflict were studied by such authors as A.Ya.
Antsupov, N.V. Grishina, A.S. Guseva, A.I. Shipilov and others [18].
They substantiated both a broad understanding of conflict as a sociological phenomenon
and also considered its individual, narrow aspects, including those related to conflicts
characteristic of a certain type of activity. In professional activities, people develop certain
attitudes and expectations in terms of interaction, values related to communication norms. It
is natural that various types of conflict situations may arise. Meanwhile, research and analysis of
practice indicate that many teachers are unprepared to solve problems related to overcoming
conflicts in an educational institution. At present, the issues of conflict management in higher
education institutions have not been sufficiently studied. Therefore, it is important to continue
systematic work in this direction, which will allow us to solve pedagogical and social problems
more effectively in the future. Based on the data of the theories of social and pedagogical
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management, presented in the works of V.G. Afanasyev, R. Blake, M. Mescon, S. Young and
others, we emphasize that conflict management should be presented as a flexible system
consistent with constantly changing socio-cultural conditions.
Presentation of the main material of the article. Constructive conflict resolution in
educational activities involves adequate and step-by-step management. This involves
understanding the main determinants of conflicts, socio-psychological, economic and other
factors that influence behavior in conflicts, studying the mechanisms of overcoming difficulties
of different participants in the pedagogical process [2]. Following V.G. Afanasyev, E.P.
Belozertseva, I.F. Isaeva, V.A. Slastyonin, P.F. Talyzina and other scientists, we come to the
conclusion that conflict management in a university can be presented as a solution to
pedagogical problems that requires scientifically based approaches. The conditions for the
effectiveness of work in this direction have not yet been clearly defined.
Therefore, at the present time, it is relevant to study the issues of pedagogical management
of conflicts in an educational institution of higher education. We believe that the solution to the
problem of pedagogical management of conflicts in an educational institution of higher
education is possible with the development of a scientifically based model of pedagogical
management of conflicts in an educational institution of higher education, and a corresponding
comprehensive program. The stated goal has determined the leading research methods such as:
analysis, synthesis, generalization of literature and advanced pedagogical experience in the field
of higher education, systematization of scientific and empirical data of facts.
An analysis of the results of the study conducted within the framework of the stated problem
gives grounds to assert that a conflict is a clash of opposing goals and interests of subjects. Most
often, conflicts arise between different people in the course of their psychological and social
interaction [5]. In domestic science, an interdisciplinary nature is observed in the study of
conflicts, combining sociological and strictly psychological-pedagogical approaches. Let us
combine the factors of conflict occurrence into large blocks: socio-psychological; cultural-ethnic;
economic. Among the factors provoking conflict situations, there may be such as: acute
emotional experiences, features of interpretation of the situation and others [1].
A pedagogical conflict is an aggravation of contradictions between subjects that arises in the
course of professional and interpersonal interaction of participants in the educational process and
causes them negative emotions and experiences. Analyzing pedagogical conflicts, we will
highlight the following types: conflicts of expectations; interpersonal conflicts;
organizational/structural conflicts. A separate type of pedagogical conflict is the so-called
organizational or structural conflict. It arises due to problems associated with the organization of
the educational process at its various stages [7]. Conflicts between teachers and management
(including due to errors in personnel policy), teachers and administration due to work schedules,
working conditions, and wages are common. Improving the effectiveness of pedagogical activity
in universities becomes possible if work is organized to develop the conflictological competence
of participants in the pedagogical process. In this case, it is assumed that the skills of analyzing
different types and manifestations of conflicts, finding constructive ways to resolve them, and
building cooperative relationships are improved [6, 17].
The analysis of studies on the formation of conflictological competence of participants in the
pedagogical process of the university provides the basis for the development of a model of
pedagogical management of conflicts in an educational institution of higher education. This
model assumes the organization of activities on pedagogical management of conflicts in
institutions of higher education and the use of the most effective technologies and methods of
work, providing for external and internal actions of subjects for the step-by-step resolution of
conflicts.
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The stages and types of activities within the framework of the model for pedagogical
conflict management in a higher education institution may be: the orientation-organizational and
diagnostic stage: studying the current situation, diagnosing the subjects, determining possible
areas of activity for resolving conflicts; the target stage of work: defining goals and objectives,
developing criteria for assessing effectiveness; the main stage: implementing a program for
developing conflictological competence of participants in the pedagogical process of the
university; the final, evaluation stage: summing up, assessing the dynamics of change, analyzing
and, if necessary, adjusting further work.
The program of pedagogical management of conflicts in the university can use a variety of
work forms. Thus, O.E. Nikulenkova suggests organizing seminars-lectures and workshops
organized with the participation of teachers of the psychology department. The scientist also
notes the effectiveness of direct work with specific conflict situations (case analysis). In addition,
much attention is paid to informational and educational visual materials [13].
The results of the work within the framework of the relevant program will be certain shifts
in terms of motivational-value, intellectual-cognitive, effective-practical and emotional-
volitional components of the conflictological competence of the participants in the educational
process. Conclusions. In the course of studying the problem of pedagogical management of
conflicts in an educational institution of higher education, a model of step-by-step activity was
formed, which can become the basis for the development of programs and relevant technologies.
Analysis of studies on the formation of conflictological competence of participants in the
pedagogical process of the university gives grounds to conclude that the model of pedagogical
management of conflicts in an educational institution of higher education presupposes an open
structure capable of adapting to new goals and filling with promising proposals for resolving
conflicts. Within the framework of the model of pedagogical management of conflicts in an
educational institution of higher education, it is recommended to use various technologies,
methods and forms of work.
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