13.00.04 - теорія і методика професійної освіти

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    Теоретичні та методичні засади формування конфліктологічної компетентності майбутніх учителів іноземних мов у процесі професійної підготовки
    (2021) Поліщук, Г. В.; Polishchuk, H.
    Дисертацію присвячено актуальній проблемі вивчення теоретичних і методичних засад формування конфліктологічної компетентності майбутніх учителів іноземних мов у процесі професійної підготовки. У дисертації визначено основні контексти й причини педагогічних конфліктів у закладах вищої освіти; критерії, структурні компоненти, рівні сформованості конфліктологічної компетентності майбутніх учителів іноземних мов у процесі професійної підготовки. Розроблено авторську концепцію формування конфліктологічної компетентності майбутніх учителів іноземних мов у процесі професійної підготовки на основі взаємопов’язаних парадигм (гуманістично-розвивальної, вітакультурної, компетентнісної). Запропоновано три групи педагогічних умов формування досліджуваного феномена: психолого-педагогічні, дидактичні та організаційно-педагогічні. Розроблено й апробовано концептуальну модель формування конфліктологічної компетентності майбутніх учителів іноземних мов у процесі професійної підготовки. The dissertation is devoted to the currently central problem of studying the theoretical and methodical bases of conflictological competence formation of future foreign language teachers in the process of professional training. The criteria (presence of conflictological knowledge and skills, formation of positive motivation, presence of certain behavioral forms and strategies of conflict resolution), structural components (cognitive-reflexive, motivational value, operational-corrective), levels of conflictological competence formation of future foreign language teachers in the process of professional training (high, average, low) and basic contexts (cross-cultural, communicative, intrapersonal); the main causes of pedagogical conflicts in higher education institutions are determined. The work presents the author’s interpretation of the basic concepts of the research: conflictological competence (ability and readiness to minimize destructive forms of conflict and give them a socially positive direction); conflictological competence of future foreign language teachers (integrated personal notion based on the system of scientific knowledge about the conflict, skills, practical experience of conflict resolution, which are purposefully developed in such contexts of conflictological training of higher education institution as cross-cultural, communicative and interpersonal). The common and distinctive features of the concepts «conflict competence» and «conflictological competence» are considered. The author's concept of conflictological competence formation of future foreign language teachers in the process of professional training based on three interconnected paradigms (humanistic-developmental, vitacultural, competence) is developed. Methodological approaches to the research problem are determined: humanistic, axiological, systemic, competence, environmental, personal-activity, communicative and strategic-conflictological. Three groups of pedagogical conditions are offered, namely: psychological and pedagogical, corresponding to ensuring the transformation of socially significant values into particular value priorities of the personality; didactic, providing expansion of conflictological knowledge of the students in the process of psychological and pedagogical disciplines teaching and the organization of cooperation in dialogization of educational process; organizational and pedagogical, ensuring the inclusion of the use of mediation as modern technology for the conflictological competence formation in the process of professional situational training of conflict direction, the development of skills and abilities to prevent and avoid bullying. A conceptual model of conflictological competence formation of future foreign language teachers in the process of professional training is developed. All blocks of the model are interconnected, and the model itself became the basis for testing the developmental program of the studied phenomenon formation (motivational and stimulating, professional and practical, reflexive-corrective stages). The effectiveness of the developmental program of conflictological competence formation of future foreign language teachers in the process of professional training is proved by comparing the results of the ascertaining and educational experiments, determining its positive dynamics using the methods of mathematical statistics i.e. comparing the levels of conflictological competence of future foreign language teachers of experimental and control groups; determination of Pearson’s correlation coefficient (probability level < 0,01) X 2 > X 2 r. = 12,10 > 9,21 for the probability level α=0,01.