A modern teacher of a higher education institution as a person and specialist in prevention of pedagogical conflicts
Nowadays higher education is actively reformed and needs new approaches to teaching students in accordance with the requirements of modern society. Actual ideas about the problem of preventing pedagogical conflicts in higher education have been analyzed. The essence, specifics, principles and dynamics of prevention of pedagogical conflicts between students and teachers have been researched and characterized. Particular emphasis is put on the personal qualities of teachers. The analysis of V. Sukhomlynsky's actual views on the problem of conflict prevention in schools was carried out. Exclusive attention is paid to the skills of the teacher's communicative activities. The contents, principles used to prevent pedagogical conflicts in higher education are considered in detail. In the result of the research there have been made conclusions about the necessity of preventing higher school teacher’s «emotional burnout» which is a dominant reason of conflicts (27%) in the disputes between students and educators. In order to avoid it and provide a high level of efficiency for the teacher, it is advisable to use a comprehensive approach, which is based on theoretical researches of modern scientists and empirical experience of the authors of the article (the total sample consisted of 37 teachers and 214 students of the Faculty of Cybernetics, Psychology, Geology, Physics at Taras Shevchenko National University of Kyiv). Summing up all the above mentioned, it can be stated that personal (76%) and objective (24%), organizational factors influence on the appearing of the "burnout" syndrome of the teacher. These factors mutually reinforce each other, depending on the mental processes, qualities, properties of the personality of the teachers and experience, conditions of their educational activity. The comprehensive approach includes taking into account and balanced combination of the fundamental factors of the qualitative harmonic style of life of the personality, in general, and the constructive successful professional work of the teacher of the higher school, namely the physical, mental, spiritual health of the teacher. So, summing up all the above, we conclude that such a complex phenomenon of educational life as a pedagogical conflict required a specific comprehensive methodology for its prevention and overcoming.