Zaitseva O. Formation of Readiness of Future Physical Education Teachers for Conflict Prevention in Professional Activity

The thesis presents a new solution to the problem of formation of readiness for conflict prevention among future physical education teachers in their professional activities. It is substantiated that the readiness of a physical education teacher for conflict prevention is an integrated personal formation that ensures theoretical and practical compliance of a teacher with the requirements of professional activity in terms of preventing and overcoming differences in opinions, interests, and attitudes during the process of interaction with students, colleagues and other entities in the framework of performing official functions and duties. The theoretical and methodological foundations for formation of readiness for conflict prevention among future physical education teachers are competency-based, action-oriented, reflexive, contextual approaches and micro sociological theories that highlight that agreement between social actors is possible if they are guided by mutual benefit. It is substantiated that the process of formation of readiness of future physical education teachers for conflict prevention should be guided by the following principles: subjective attitude; immersion in the professional context; digitization of educational activities. It is highlighted that pedagogical conditions of formation of readiness for conflict prevention among students, specialty 014.11 Secondary Education (Physical Education) are: – elaboration of disciplines content «Introduction into Specialty», «Pedagogy of Physical Culture and Sport» and «Psychology of Physical Culture and Sport» with specific modules, which are developed to form readiness for conflict prevention; – implementation of innovative forms of distant interaction aimed at providing students with knowledge and skills to prevent conflict in their professional activities; – reproduction of the social and psychological characteristics of conflict situations in practical classes, that can occur during typical physical education lessons, in order to teach students the strategies and behaviors underpinning conflict prevention; – acquisition of experience by students in conflict resolution in direct cooperation with the entities of the educational process during production practice in general secondary education institutions and analysis of conflict situations; – integration of complementary methodologies for monitoring of readiness of future physical education teachers for conflict prevent in their professional activities. It is proven that the creation of these conditions, respecting the principles described above, becomes possible in the construction of the educational process on the basis of the author’s model, which integrates the target, organizational, procedural and result-oriented blocks.