TYPES AND TASKS OF PEDAGOGICAL CONFLICTS

Аннотация

This article presents information that shows primary causes of pedagogical inconsistencies as well as provides necessary data about types of pedagogical conflicts. Moreover, this paper discusses the views concerning this issue and how these conflicts may be solved within teacher-student interaction. KEYWORDS:- Pedagogy, conflict, teacher, students, non-content, positive conflict, stabilizing conflicts, individual conflicts negative attitude among members of one I NTRODUCTION group toward members of another group in any intergroup cooperation; The educator's work on himself is represented by his practical actions as a specialist in the hunt 2) the task of this negative attitude is to ensure for strategies to prevent and eradicate negative the stability and consensus of the group educational conflicts. As a student leader, the members; instructor must ensure that all of his or her 3) the mechanisms of hostility toward others creative activities at educational institutions are and the manifestation of care, loyalty to one's completed, as well as form a pedagogical own. orientation. Conflict is one of the most significant Conflict within groups, as L.G. Pochebut and V.A. aspects of the educational process. Chiker point out, is an expression of interaction Dispute is defined as a clash of opposing, and cooperation in the activity process. As a incompatible forces, a lack of mutual agreement result, such inconsistencies can be both between two or more parties, or a conflict with a beneficial and stabilizing [3]. conflict of interest [1]. Non-content disagreements might jeopardize the Many specialists have focused their attention on group's norms and ideals, preventing it from pedagogical inconsistencies. In particular, Z. progressing to the next stage of growth. Freud [2] demonstrated in his research that It might also lead to the group returning to old there are three psychological causes of group norms and ideals. As a result, more individuals conflict: are drawn into the conflict, the number of 1) the emergence of a common, undeniable CURRENT RESEARCH JOURNAL OF PEDAGOGICSISSN 143 – 2767-3278 https://masterjournals.com/index.php/crjp CURRENT RESEARCH JOURNAL OF PEDAGOGICS 2(11): 143-146, November 2021 DOI: https://doi.org/10.37547/pedagogics-crjp-02-11-27 ISSN 2767-3278 ©2021 Master Journals Accepted 25thNovember, 2021 & Published 30thNovember, 2021 differences grows, and the disputing parties' Conflicts have both beneficial and negative relationship deepens at the expense of negative consequences for the parties involved. The experiences. As a result, corruption and responsibilities of pedagogical conflict are dishonesty become more widespread. As a result, critical for the educational process and for the learning activities of group members become teachers to comprehend and uncover new less effective. The possibilities of a peaceful attributes in their students. This implies that resolution are slim due to the intricacy of the educational inconsistencies are multi- disputes. As a result, contentless contradictions parametric. Learners' progress is ensured by are inherently damaging. conflicts in particular settings, and they are able to ascend to a new qualitative level of activity as Positive conflicts refer to the diversity of a result. There are also instances where conflicts viewpoints that influence a community's and its within a group of learners cause divisions, members' daily activities. Positive conflicts, as resulting in disruption and the establishment of opposed to non-content conflicts, have the new groups. Educators working with such potential to keep group members stable amid groups must be consistent in their approach to shifting conditions. Its fundamental objective, as education. To accomplish so, they'll require a well as the composition of the group, is to repair thorough examination of the group's goals and the parties' connection. At the same time, the objectives. Educators understand that members of the group look for a clear, effective contradictions aren't always a bad thing. way to resolve the conflict that has arisen in collaboration with the educator. As a result, the a) to learn more about the conflict's parties and team achieves a new, qualitatively higher level of their differing points of view; performance. This is an important guiding force b) be able to assess it as a social pedagogical for learners ’personal development. phenomena that allows for the identification of a Stabilizing conflicts are the third type of conflict wide range of different points of view and issues. within groups, and they prevent deviations from This permits educators to ensure that the norms, consolidate existing standards, and pedagogical method for resolving conflict ensure equality among group members. situations is effective. It also allows a group of students with differing viewpoints to express Individual conflicts are influenced not only by themselves and address their own needs. As a the spe