STUDY OF “PUPIL – TEACHER” CONFLICT AT SCHOOL
https://doi.org/10.26425/1816-4277-2020-8-194-199
Abstract
The article is devoted to the issues of conflict interaction in the “pupil – teacher” system in an educational institution. The purpose of the article is to consider the voiced problem through the prism of a socio-pedagogical approach, taking into account not only the state of society, but also the educational potential of the family, as well as the structure of the class team and the personal age characteristics of schoolchildren. Special attention has been paid to the negative side of the conflict, which affects the weak psyche of the pupil, as well as the mental health of the teacher, which ultimately worsens the psychological comfort at school and interferes the educational process. It has been shown that in conflict situation teacher`s behavior in most cases relates to such types of response as “repressive measures” and “ignoring the conflict”. In conflict situations in the “pupil – teacher” system, teachers use external suppression, as well as apply sanctions. Conflicts in the “pupil – teacher” system from the point of view of age characteristics of schoolchildren have been considered. The article is intended for employees of educational organizations and those interested in conflict issues.
About the Authors
D. I. Popenkova
Moscow State University of Psychology & Education
Russian Federation
Russian Federation
Popenkova Daria Graduate student
Moscow
A. A. Nikolaeva
Moscow State University of Psychology & Education
Russian Federation
Russian Federation
Nikolaeva Alla Candidate of Sociological Sciences
Moscow
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Review
For citations:
Popenkova D.I., Nikolaeva A.A. STUDY OF “PUPIL – TEACHER” CONFLICT AT SCHOOL. Vestnik Universiteta. 2020;(8):194-199. (In Russ.) https://doi.org/10.26425/1816-4277-2020-8-194-199
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