Проблема и цель. Авторами исследуется проблема создания бесконфликтной образовательной среды, формирования культуры мирного взаимодействия субъектов образования в условиях конструктивного диалога. Цель статьивыявление особенностей отношений участников образовательного пространства к медиативным практикам как инструменту урегулирования конфликтов. Методология. Теоретические подходы и положения медиации, подход Б. Г. Ананьева. Для проведения исследования использовали метод определения семантического поля, экспресс-методики оценки социально-психологического климата О. С. Михайлюка, Л. Ю. Шалыто. Результаты. Основные результаты заключаются в обобщении факторов, доминирующих тенденций развития конфликтов в образовании. Авторы выявили, что отсутствует однозначное отношение к медиации и обосновали факт, что включение медиатора необходимо. Акцентируется внимание на особенностях создания бесконфликтной образовательной среды. Подчеркивается, что конфликты среди участников образовательных отношений оказывают влияние на возрастающие риски пропаганды экстремистских идей, разжигания межнациональных конфликтов, манипулирования сознанием молодежи в сети Интернет. Авторы отмечают, что формирование культуры мирного взаимодействия субъектов образования требует развития конструктивного диалога; медиативные практики имеют потенциал для развития безопасной образовательной среды. Авторами предлагаются рекомендации по использованию медиативных практик. Заключение. Делаются выводы о том, что к конфликтным ситуациям, требующим оперативного реагирования с участием медиатора, отнесены публичные конфликты, основанные на неприятии этнокультурных интересов. Ключевые слова: медиативные практики; медиация в образовании; конфликтная компетенция; поликультурность; альтернативное разрешение споров; школьные службы медиации; восстановительные практики; школьная медиация; социальная практика. *Исследование выполнено при финансовой поддержке Российского фонда фундаментальных исследований в рамках научного проекта № 18-013-00528 «Исследование медиативных практик в сфере образования для гармонизации межнациональных отношений в поликультурной среде». Смолянинова Ольга Георгиевнадоктор педагогических наук, профессор, академик Российской академии образования, директор Института педагогики, психологии и социологии, Сибирский федеральный университет.

Purpose of the study: to theoretically substantiate and experimentally test the system of organizational and pedagogical conditions of project designing, which is regarded as a mechanism for creating the reflecting thinking in the students of psychology and education. The research uses the methods of theoretical review and analysis of psychological and pedagogical literature related to the subject, expert view on the development of students’ reflective abilities following a theoretical and systemic model of reflection and statistical data processing. We have theoretically stated and experimentally confirmed that project activity is a mechanism for the development of such reflection components as creativity, pattern construction and objectification, provided that the project’s concept includes formulation and solution of divergent tasks by the project participants; implementation involves work on a strategy and tactics of cooperation between all the project participants; and the results are realized by all participants in the process of joint and objective assessment. A formative experiment has been carried out and resulted in identification of the requirements for the project activities’ organization among the students majoring in psychology and education, there have been revealed conditions contributing to their reflective activity; questionnaires for expert assessment and monitoring the development of reflection during the project activities have been created, theoretically supported and tested. Novelty is determined by insufficient study of the development of reflection in the process of project activities designed by the students of psychology and education field

Introduction. The relevance of the study is due to the lack of trained teachers - heads of school mediation services and future mediators. Reducing the deficit is possible only through increasing the competence of teachers in the field of conflict resolution and the formation of the ability and readiness to use mediation practices aimed at creating a conflict-free educational environment and harmonizing interethnic relations in a multicultural educational space. The authors presented a component-wise model of the formation of mediated competence of participants in the educational process from among the heads of school mediation services and future mediators and tested it. Materials and methods. The study used methods of measuring the components of mediation competence: communicative, information-analytical, organizational and managerial, emotional. The study involved two groups: students of the professional retraining program “Mediation. Psychology of Conflict Management ”55 people (experimental group) and 60 people (control group), teachers who are not trained in mediation programs. Comparative analysis of groups was carried out using the U-Mann-Whitney test. Results. Analysis of the effectiveness of the formation of mediation competence showed significant differences (p <0.05) on a number of scales that affect the effectiveness of the formation of components of mediation competence. Significant changes (p <0.05) were revealed in terms of the parameters of the severity of communicative skills, which indicates the formation of a confident partner style of behavior. Changes in the components of emotional competence are significant: emotional awareness (p = 0, 002), emotion management (p = 0, 045), recognition of other people's emotions (p = 0.021). There is a significant difference in the formation of information and analytical competence (p <0.05), primarily in the parameter of motivation (p = 0.000) of using mediation practices to resolve conflicts. Conclusion. It was revealed that the formation of the mediation competence of participants in the educational space of the Krasnoyarsk Territory can go through professional retraining programs and will be effective when combining the efforts of the academic community and practicing mediators, professional mediator communities and the cooperation of resources of various Siberian universities.

The article describes various models of training mediators for the education system in the Russian Federation and the Republic of Kazakhstan. A comparative analysis of the mediation services development in Siberia and Kazakhstan for the possibilities and prospects of cooperation and interaction is carried out. The article presents specific features of the model for training intercultural mediators for resolving interethnic conflicts in the Krasnoyarsk Krai. This model meets the needs of multinational Siberian society and is aimed at solving regional problems in the education system. A peculiar characteristic of the model for the Krasnoyarsk Krai is its multi-level nature, openness and continuity of preparation, with the inclusion of formal and non-formal education elements. Interdisciplinary nature of interaction of the network partners involved in the training and retraining of mediators for the education system gives an opportunity to use the potential and resources of professional mediators and trainers of Siberia (Kemerovo, Irkutsk), Federal Institute of Mediation, Moscow, and National Academy of Education named after Y. Altynsarin (Kazakhstan). The model for the intercultural mediators training developed at the School of Education, Psychology and Sociology has been tested for two years as a part of its implementation in the Master programme of the School of Education, Psychology and Sociology within the frames of the educational programme “Mediation in Education”, advanced training courses, three International Youth Summer Schools “Multicultural Mediation in Education”, expert seminars, intensive schools “Mediation is the Profession of the 21st Century”, and a competition for high school students of the Krasnoyarsk Krai “Mediation Is The Profession Of The Future”