THE CONFLICT MANAGEMENT CULTURE AS A COMPONENT OF THE PROFESSIONAL COMPETENCE OF FUTURE BACHELORS IN ELEMENTARY EDUCATION: A THEORETICAL PERSPECTIVE

Abstract

The purpose of this article is to provide a theoretical justification for conflict management culture as a component of the professional competence of future bachelor's degree holders in primary education; this is specified in the research objectives: to analyze contemporary approaches to the professional training of future bachelor's degree holders in primary education; to characterize the phenomenon of conflict management culture and justify it as a component of the professional competence of future primary school teachers. To achieve the goal and address the stated tasks, the following methods have been used: analysis, synthesis, generalization, and systematization of scientific sources on the problem under research. It has been established that a culture of conflict resolution is an important component of the professional competence of future bachelor's degree holders in primary education. It encompasses a body of knowledge regarding the nature and characteristics of pedagogical conflicts, value orientations, ethical norms, communicative attitudes, and behavioral models that ensure a future teacher's ability to engage in constructive interaction, prevent the emergence of conflict situations, and resolve them effectively in an educational environment. It has been established that the development of a conflict management culture among future primary school teachers is most effective when competency-based, person-activity-based, cultural, and conflict management approaches are implemented. In the conclusions, it has been noted that the conflict management culture of future bachelor's degree holders in primary education is an integrative personal and professional development process that encompasses a system of conflict management knowledge, value orientations, ethical norms, communication skills, and behavioral models, which ensure the future teacher's readiness for constructive interaction, prevention, and effective resolution of pedagogical conflicts in their professional practice.