READINESS FOR CONSTRUCTIVE INTERACTION IN CONFLICT OF FUTURE TEACHERS AS A PSYCHOLOGICAL PROBLEM

Abstract

The article presents an analysis of the concepts of «psychological culture», «conflictological culture», «competence», «psychological competence», «communicative competence», «conflictological competence», «readiness for constructive interaction in conflict». The relationship between psychological and conflictological culture and the concepts of communicative and conflictological competence of higher education students - future teachers - is analyzed. It is presented that the readiness of future teachers for constructive interaction in conflict depends on the level of formation of the components of the conflictological competence of the individual. It has been determined that the formation of communicative and conflictological competence in distance learning depends on the introduction of innovative pedagogical technologies into the educational process, in particular, information and communication technologies. The development of components of conflictological competence influences the formation of future teachers' readiness for constructive interaction in conflict. According to the analysis of the results of the study of the communicative and organizational abilities of higher education students - future teachers, it was determined that the majority have an average and high level of development of these abilities. Accordingly, young people are proactive in communication and activity, have an active social position, strive to expand their communicative space, and are capable of making independent decisions in difficult situations. The results of the study of volitional self-regulation state that future teachers have average (56.6%) and high (43.3%) indicators of volitional self-regulation. This indicates the emotional maturity of the students, the presence of a stable system of values, independence in decision-making, and a developed sense of duty. According to the results of the study of the level of conflict of personality, it was determined that most undergraduates have an average (63.3%) and above-average (20%) level of assessment of their own conflict. This indicates a conscious attitude of future teachers to their own psychological characteristics, an understanding of conflict interaction as one of the forms of social interaction in society. Developed communicative and organizational abilities, high indicators of volitional self-regulation, a conscious attitude to self-assessment of one's own conflictuality provide grounds for a person to predict conflict interaction, readiness and ability to build and implement constructive interaction in conflict.