Özet:

The article deals with the generalization of the points of view of scientists on the essence of the notions “conflict”, ”pedagogical conflict” depending on their scientific approach for investigation. The integrative approach to the definition of these notions that unites into a single whole several other approaches (situational, personal, and motivational) was analyzed. Different approaches of scientists were examined as for the typology of conflicts. It has been estimated, that in the scope of pedagogy different classifications of conflicts are available where the content, importance, the sphere, duration of conflicts, direction, character of appearance, the structure of relationships, consequences, functions, socio-psychological effects, social results are taken into consideration. It is assumed, that the notion of pedagogical conflict includes different forms and methods of contradiction, tension in relations, explicit and hidden struggle. The functions of pedagogical conflicts in regulating interpersonal and intergroup relations were focused on (positive, negative); the reasons of pedagogical conflicts in high educational establishments (socio-economic, socio-psychological, psychological, organizational-pedagogical); the direction of the development of conflictological competence of a teacher (age and individual peculiarities of pupils, self-control of teacher’s behavior, the knowledge of pupils’ psychology and modern methods of teaching and upbringing of pupils). Author Biography Ganna Polishchuk, State Higher Educational Institution «Volodymyr Vynnychenko Central Ukrainian State Pedagogical University» Shevchenko str., 1, Kropyvnytskyi, Ukraine, 25006 PhD, Associate Professor Department of English Language and its Teaching Methods

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