Scientific and methodological support of the conflictological training for future teachers: proactive modeling

Abstract

Introduction. Modern conditions of development of society are characterized by a high degree of uncertainty, growth of tension. It is important to form the willingness of future teachers to resolute conflicts, ensuring their self-efficacy with dynamic changes in the social and educational systems. To do this, the professional conflict management for training future teachers should have modern scientific and methodological support, be aligned with the challenges of the future (i.e. proactively), and not be an exclusively reactive response to situational tasks. The purpose of this publication is to construct a proactive model of scientific and methodological support for the conflict management for training future teachers based on analysis of modern domestic and international researches studies and current trends that determine the strategic guidelines for conflict management training future teachers. Methodology. During this research the dual opposition method, structural-functional analysis, and modeling were used. A review was carried out of articles published in international citation databases Scopus and Web of Science, as well as RSCI for 2015-2020. Results and scientific novelty. The results of this research and it's analysis show the existence of prerequisites for the development of a proactive model of scientific and methodological support for the conflictological training future teachers. The author's model of scientific and methodological support for the conflictological training of future teachers as a system for justifying and developing educational programs, content and methodological support was suggesting for better preparing future teachers for effective work on forecasting, diagnosis, prevention and managing proposed conflicts. The model includes a prognostic apparatus, axiological, methodological, substantive-procedural, productive components, which are able to have an invariant and variable component. Practical significance. The results of the review of scientific literature and the design model may be used to update the training of future teachers, when developing programs and courses in conflict science in the field of professional, additional and non-formal education.

Framing Conflict Mediation in the Context of Teacher Training: A Scoping Review of the Literature Between 2000 and 2020

“…Although positive findings have been reported concerning conflict mediation strategies, little has been written concerning how preservice teachers should address conflict and moreover, how they have been trained to deal with such pressing matters. Several authors claimed that initial teacher education curricula is often focus solely on content and cognitive knowledge and has proven to be insufficiently prepared to teach preservice teachers how to deal with diversity and challenging school contexts (Kharlanova et al, 2020;Morueta & Vélez;2015;Jovanovic et al, 2014). As the concept of conflict is often identified as negative, it is important to understand that a conflict is also an opportunity to learn and to develop new levels of empathy, that conflicts will naturally exist in school contexts and that conflicts are not, in nature, nor constructive or destructive events, it depends on the negotiation process and the final outcome (Caputo et al, 2019).…”