The article is devoted to the disclosure of the essence, analysis of the causes of conflicts in the pedagogical team of the institution of higher education. It is noted that differences and ...contradictions, which are the causes of conflicts, are especially aggravated when introducing innovations, in particular those that are currently accompanying the system of higher education. The emphasis is on the need to organize the activities of the members of teaching staff, which excludes or minimizes the probability of conflicts between them; on the prevention of conflicts, which includes their prediction (involves systematic and continuous study of educational processes, moral and psychological climate of the team with a view to establishing the forecast (probabilistic judgment) about their emergence, prospects for development, future state), and on a set of preventive measures aimed at preserving and strengthening normal pedagogical relationships. Some strategies (preventive strategy of behavior by J. Scott), methods of conflict prevention (cognitive, motivational, activity, organizational), types of typical conflict generating agents, expediency of awareness of their own actions by teachers who enter into professional interaction are revealed. The necessity of systematic study and analysis of factors that increase the probability of conflict occurrence in the pedagogical team is shown by means of psychological diagnostics of personal individual and psychological peculiarities of members of the work team; the peculiarities of their cognitive sphere; motives, goals, values both as separate members of the team and the team as a whole; formal and informal structure of the team; style of leadership; the presence of micro-groups and the nature of the relationship between them and their leaders, etc. The emphasis is made on the feasibility of A. Lebedev’s method, in which the depth of forecast is determined by a number of indicators, each of which reveals a certain aspect in the prediction of an interpersonal work conflict.
Life activities of students from higher education institutions are largely influenced by certain adverse factors (social, psychological, environmental ones), which in turn negatively affect their ...physical and mental health and cause particular behavioural deviations such as aggression. The research aims to theoretically justify, develop and experimentally verify the programme on prevention of aggressive behaviours in athletes due to cultivating their humanistic values and capacity for self-actualization. The research sample of the formative experiment comprised 177 athletes (92 respondents in the experimental group and 85 respondents in the control group). The research assumes that, if well-developed, humanistic values of individual self-actualization (developing one’s positive attitude towards the surrounding people, ability to understand them, accept oneself and others and reality, striving for new knowledge, identifying oneself in this world, setting goals) can be considered as a means of prevention of aggressive behaviours in students; the process of developing athletes’ capacity for self-actualization as a means of psychological prevention of aggressive behaviours is determined by an appropriate organization of activities performed by students, their parents, psychologists, teachers based on personality-oriented and humanistic approaches. The level of self-actualization was based on E. Shostrom’s test and the self-actualization scale by A. Jones and R. Crandall; the level of aggression was identified based on the Buss-Durkee Hostility Inventory. The accuracy of changes in the groups was verified using the Mann-Whitney U Test. Results. A quantitative interpretation of the results obtained from the formative experiment proves that the arithmetic mean of self-actualization parameters in respondents in the experimental group has increased significantly (by 22%), whereas they have remained almost unchanged in the control group. Concerning the arithmetic mean of parameters of aggressive behaviours in athletes, they have decreased significantly (by 18%) in the experimental group. This is because athletes' capacity for self-actualization has been developed without direct influence on their aggressive behaviours. Conclusions. In comparison with their peers in the control group, athletes in the experimental group have significantly improved their conflict management skills as a result of developing a more positive attitude towards others, as well as behavioural flexibility, communication skills and capacity for self-development.
This chapter sets out to explicate All Together in Dignity (ATD) Fourth World, a movement founded by people in extreme poverty, and its approach, developed within a range of contexts and countries. ...We describe who we are talking about when we say ‘people in extreme poverty’ and how we see the differences between charity and solidarity. We give background to the approaches that have developed over time, and sketch two vignettes to provide the reader with a flavour of the challenges in our work. We then discuss the pedagogical approaches to challenging the politics of knowledge and the reasoning behind them.
Faculty engage in "pedagogical solitude," in which they plan, teach, and assess their work alone. To optimize teaching environments and learning outcomes, students can serve as "student pedagogical ...teams" (SPT) and provide feedback on instructor performance, course structure, and content. Using self-determination theory, this study explored the experiences of students serving on SPTs, faculty perceptions, and impact on class motivation. Mixed methods design. Two sections of Psychosocial Aspects incorporated SPTs, while two did not. SPTs administered five two-minute papers to obtain feedback shared with faculty at three points during the semester. All sections completed the Motivated Strategies for Learning Questionnaire (MSLQ) pre-/post-semester. SPTs completed midterm and final reflections, and faculty reflected after each SPT-faculty meeting. Results confirmed serving on SPTs gave students a voice, increased motivation, appreciation for the complexity of teaching and respectful communication. Faculty gained a wider perspective on classroom practice. MSLQ results indicated that test anxiety increased U=547, p=.00, α2 =0.05 for the control groups. Intrinsic value was higher for the experienced instructor U=150, p=.04, α2 =0.05; and self-regulation was greater for the experimental sections U=664, p=.03, α2 =0.05. Using SPTs, faculty can establish classroom environments that facilitate students' internal motivation, active learning, and ultimately their intellectual development.
PDF
