The dissertation is devoted to the actual problem of development of conflictological competence, as one of the components of professional competence, future teachers in the process of training and professional training. In the dissertation systematized and generalized modern approaches to the definition of the concept of conflictological competence, carried out the theoretical substantiation of the structure of the indicated phenomenon and developed the structural-functional model of conflictological competence. Conflictological competence is a multidimensional phenomenon and studied as: a structural component of communicative competence; a set of personality traits that ensure the successful performance of professional functions; component of socio-psychological competence; component of professional competence; a condition for successful adaptation to the future job; special competence. The teacher's conflictological competence are defined as an integral part of his professional competence, the teacher's ability to use special psychological knowledge, skills and behavioral skills in conflict situations, and the ability to prevent these situations. It was found out that conflicts are of special importance in the educational sphere. The most important causes of pedagogical conflicts are: events in the state, society, which directly or indirectly influence the activities of the teaching staff; imperfect educational process, uneven or unfair distribution of educational load, inadequate equipping of study rooms, outdated technological support, violations of labor laws, frequent change in leadership. Among the probable causes of pedagogical conflicts it is worth noting: individual psychological properties of participants, low culture of communication, gender and age differences, the fall of the prestige of the pedagogical profession in society; negative consequences, which are manifested in the results of learning; difference in social status; differences in participants' life experiences; high emotion; рedagogical stereotype. The structural components of conflict-related competence are: cognitive; personal; emotional and motivational; regulatory-behavioral. The criteria that determine conflictual competence are: communicative-organizational, activity, subjective-personal, regulatory-cognitive. The psychological peculiarities of conflictological competence are empirically investigated and the degree of formation of indicators of the investigated phenomenon was determined. As a result of empirical research it is determined that respondents have "obstacles" in establishing emotional contacts. The most clearly expressed "obstacle" was inadequate manifestation of emotions. They often use persistence as the leading strategy of conflict behavior. However, they are best off using a strategy to avoid conflict, and the smallest index of comfort is fixed by the strategy of cooperation. A conceptual model has been developed and a program of development of conflictual competence of future teachers has been tested. The basic components of the conceptual model are: principles; forms and methods for the formation and development of conflictual competence of future teachers. According to the results of the molding experiment, changes in all the metrics that make up the criteria of conflict competence were recorded. It was determined that training sessions using situational tasks contribute to the development of conflict competence.
