THE NECESSITY AND RELEVANCE OF TRAINING FUTURE TEACHERS IN PEDAGOGICAL CONFLICT RESOLUTION: A MIXED-METHODS STUDY

Abstract

This study examines the theoretical and methodological foundations for training future teachers to resolve pedagogical conflicts in their professional practice. The investigation addresses a critical gap in pre-service teacher education: the insufficient development of conflict management competence among student teachers who will inevitably encounter interpersonal tensions in school environments. Employing a mixed-methods approach combining a survey of 180 third- and fourth-year pedagogy students and structured interviews with 45 early-career teachers, the study identifies the nature, prevalence, and challenges of pedagogical conflict in educational settings. Results revealed that 74% of pre service teachers reported receiving no systematic training in conflict resolution during their university education, while 67% of early-career teachers confirmed encountering serious conflict situations within their first year of practice. A comparative analysis of international teacher education systems, particularly those of Finland, Germany, and South Korea, demonstrated that explicit conflict resolution modules significantly enhance teacher preparedness. Based on these findings, a four-component model of conflict competence—comprising cognitive, operational, motivational-axiological, and reflective dimensions—is proposed for integration into higher education curricula. The results carry implications for teacher education reform, curriculum design, and the professional development of pedagogical staff in Uzbekistan