PSYCHOLOGICAL ANALYSIS OF PEDAGOGICAL SITUATIONS OF DIFFICULT INTERACTION

Background. The relevance is due to the role of the educational environment in the formation of a culture of relationships and the need to reduce negative excesses in society. This can be ensured, among other things, during the prevention and constructive resolution of pedagogical situations of difficult interaction in the teacher-student system. Within the framework of the work, a theoretical analysis of studies of pedagogical situations of difficult interaction implemented in pedagogical communication is carried out. An empirical study was conducted aimed at identifying their manifestations and causes in the educational process of the school. Purpose. Identification of the specifics and causes of pedagogical situations of difficult interaction of subjects of the educational process in the teacher-student system. Materials and methods. The research methods included: a theoretical analysis of the results of research on the problem of difficult interaction; a written survey of 40 students – future teachers and teachers-psychologists to identify the causes and manifestations of pedagogical situations of difficult interaction in the teacher-student system. Results. The situation of difficult interaction is presented as a pre-conflict situation when the subject experiences a real (or imaginary) threat to meet his needs and expectations, has difficulty making an optimal decision about his actions, or makes a decision that turns the pre-conflict situation into a destructive conflict with negative consequences for himself and other participants in the interaction. As the survey showed, the initiators of such situations at school are both students and teachers themselves. It is necessary to increase the psychological and legal competence of the subjects of the educational process in the direction of creating conditions for the harmonization of relations and productive interaction. The presented results of theoretical and empirical research can serve as a basis for the development of a comprehensive program for the prevention and constructive resolution of pedagogical situations of difficult interaction implemented in the teacher-student system.