Particularidades del desarrollo de la competencia de resolución de conflictos de los profesores en formación

Autores/as

DOI:

https://doi.org/10.17162/au.v11i4.829

Palabras clave:

Conflicto, competencia en resolución de conflictos, técnicas de psicodiagnóstico, docente en formación, educación

Resumen

El objetivo de este estudio es el análisis teórico y empírico de las peculiaridades del desarrollo de la competencia de resolución de conflictos de los docentes en formación. Se llama la atención sobre el papel de la competencia de resolución de conflictos de los profesores en formación en sus futuras actividades profesionales. La metodología de investigación y su algoritmo incluyeron un experimento psicológico y pedagógico complejo, que consta de etapas indicativas, formativas y de control. El estudio de las peculiaridades de la competencia de resolución de conflictos de los profesores en formación se llevó a cabo sobre la base del Departamento de Pedagogía, Psicología, Derecho, Historia y Filosofía de la Rama Mytischi (MB) de la Universidad Técnica Estatal Bauman de Moscú. En el curso de la investigación empírica, se desarrolló e implementó un programa para aumentar el nivel de competencia en resolución de conflictos de los docentes en formación, con una duración total de cinco meses. Asistieron 120 profesores en formación. Los participantes del programa superaron la selección basada en el cuestionario de personalidad multidimensional “Adaptabilidad”, lo que permitió filtrar algunos postulantes con baja adaptabilidad y falta de motivación para participar en el programa. Los resultados del estudio demostraron la eficacia del programa desarrollado. El estudio también reveló las tendencias de la investigación adicional en consonancia con el problema planteado.

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Publicado

2021-08-09

Cómo citar

Mikhailovna Simonova, N. ., Georgiyevna Sergeeva, M. ., Makarovich Nikitin, A. ., & Vitalyevich Bik, O. . (2021). Particularidades del desarrollo de la competencia de resolución de conflictos de los profesores en formación. Apuntes Universitarios, 11(4), 413 - 425. https://doi.org/10.17162/au.v11i4.829