International Journal of Pedagogics
79
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue01 2025
PAGE NO.
79-83
10.37547/ijp/Volume05Issue01-22
Types and forms of conflicts in primary education
Ismoilova Malika Erkinovna
3rd-Year Doctoral Candidate at Navoi State University, Uzbekistan
Received:
24 October 2024;
Accepted:
26 December 2024;
Published:
28 January 2025
Abstract:
This article provides a comprehensive analysis of conflicts in professional education and the methods
and approaches to resolve them. It is well-known that conflict situations are quite common in professional
education. These include conflicts between teachers and students, teachers and parents, and among students
themselves. Each situation is critical and significant. Students in professional education are like budding flowers.
Such situations can have a negative impact on their minds since they are not yet able to form independent
opinions. They are always influenced by external factors, which can sometimes be negative and sometimes
positive. It is well-established that conflict situations are closely connected with the science of psychology.
Keywords:
Methods of conflict resolution, alternative methods of resolving conflicts, theoretical and practical
discussions.
Introduction:
For primary school students to have
exemplary pedagogical activity, the following abilities
are required. You can review the types of abilities in the
table below.
Academic ability.
A primary school teacher must have a strong
command of their specialty subject and
consistently stay updated on various discoveries
within their field, as the teacher’s knowledge
significantly influences all students in the class.
In addition to their specialty subject, the teacher
should also have general knowledge of all
subjects. They must keep up with advancements,
innovations in science and technology, study
them, and never stop exploring and learning in
their profession.
The ability to be active in
organizational work.
A primary school teacher must possess the ability to
unite the class. The teacher’s ability to organize their
work effectively also falls under organizational skills.
Organizing work effectively involves planning
correctly, monitoring, and managing time efficiently
during the lesson process.
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International Journal of Pedagogics (ISSN: 2771-2281)
Ability to deliver quickly and
accurately.
A primary school teacher must be able to convey
subject assignments to students in an understandable
manner and, importantly, explain problematic or
conflicting topics using real-life examples. Each
lesson topic should be explained simply and clearly,
within the comprehension level of primary school
students.
Observability.
A primary school teacher must be able to connect with
the inner world of the student and pay attention to
observational skills related to understanding the
student’s personality and inner world.
Didactic ability
A primary school teacher must have the ability to
explain difficult and complex tasks in a way that is
simple, clear, and easy for primary school students
to understand. The teacher should adapt complex
knowledge and challenging concepts to the
student’s level, presenting them in an accessible
and understandable format. A teacher with well-
developed didactic abilities possesses professional
expertise and can deliver educational material
clearly and precisely, using real-life examples for
explanation. This contributes to increasing the
effectiveness of education and ensures the
student’s logical and independent thinking.
Mathematical ability
Primary school teachers must possess mathematical
knowledge. They should be able to correctly and
accurately comprehend problems of varying difficulty
and logical tasks, as well as reason effectively about
mathematical materials.
The ability to divide attention
A teacher must be able to focus on and manage
multiple aspects simultaneously. During the lesson,
the teacher should be capable of engaging students’
attention, monitoring both active and inattentive
students, addressing instances where students struggle
to understand the topic, and, in addition, paying
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attention to their own personal and professional
qualities such as gestures, posture, speech, and tone of
voice.
Penetrability
A primary school teacher must possess pedagogical
tact
and
the
ability
to
establish
effective
communication and interaction. They should build
proper and sincere relationships with students from a
pedagogical perspective, connect with children, and
consider
their
individual
and
psychological
characteristics with attentiveness. Pedagogical tact is
a crucial factor for primary school teachers. A lack of
pedagogical tact can lead to negative consequences.
When forming a positive opinion about a teacher,
students often first evaluate their sense of fairness.
Therefore, it is essential for a teacher to be just and
fair.
Primary school teachers must develop all types of
abilities. It is unlikely that a teacher will develop all
abilities in a short period, as these abilities gradually
develop over many years. A skilled teacher should be
able to overcome various conflicting and problematic
situations in their work through pedagogical abilities. It
is only when a person faces an unexpected situation or
problem that they can identify their capabilities. We
can call a teacher with well-developed and
continuously evolving pedagogical abilities a "skilled
teacher." This is because a skilled teacher never stops
developing and growing, and as their experience and
qualifications increase, they become more refined. All
of the qualities mentioned above should be possessed
by primary school teachers.
In the teaching process, to avoid conflicts, the teacher
must also pay attention to the age and individual
characteristics of the students. By considering the
character and behavior of each student, the teacher
can ensure that no conflicts arise between the teacher
and students.
In educational literature, the issue of conflict in primary
education and its resolution is considered highly
relevant.
A conflict is a situation of contradiction between two or
more individuals who have different interests or
desires.
It is well-known that the concepts of "conflict" and
"conflict situation" exist, and the teacher's main task is
to distinguish between these two concepts.
A conflict situation refers to a clash or disagreement
between two individuals. Through my research, it
became clear that all conflicts revolve around two main
issues: resources and control over them.
Currently, three types of conflicts are highlighted in
pedagogy:
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International Journal of Pedagogics (ISSN: 2771-2281)
internal
personal
This type of conflict is one that a person always encounters. Sometimes, a
person may feel as if they are seeing themselves in a mirror when observing
others. In psychology, this is called reflection. The essence of reflection is
seeing oneself through individuals who resemble oneself. This type of conflict
rarely occurs among primary school students.
interpersonal
Nizon The second type of conflict is quite common. It is difficult to provide
a clear definition of this type of conflict. It occurs between individuals
whose personalities do not align with each other. Interpersonal conflicts can
take many forms. For example:
Conflict due to grades: A teacher gives a low grade to one student while
their friend receives a higher grade. This situation can lead to a conflict
between the two students.
Conflict due to similar school supplies: Let's say two students have identical
pens or school tools. They mistakenly take each other's supplies, which
creates a conflict. This type of conflict often occurs in first-grade students
because they all have the same pens and bags provided by the school.
Conflict due to quick responses: This type of conflict also occurs frequently
among primary school students. A teacher asks two students the same
question, saying, "Who can answer first?" One student quickly responds, but
the second student protests, saying, "I was going to say that!" This
disagreement can lead to a conflict.
The second type of conflict, which develops over the years, occurs between
individuals who, throughout their lives, pursue opposing goals or purposes.
This type of conflict rarely arises among primary school students.
This type of conflict is also quite common among primary school students
and can manifest in two different forms:
Conflict between students from parallel classes: This type occurs between
groups that have different goals and intentions, and these groups often
INTERNAL-
PERSONAL
INTERPERSONAL
INTER GROUPS
TYPES OF
DISPUTES
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
intergroup
hinder each other's progress. In the minds of primary school students, those
from parallel classes are considered their "enemies." They compete against
each other in various contests and events, which leads to ongoing conflicts
between them.
Conflict within a group: In this type, students form "sub-groups" within the
class. These groups are often formed based on similar personality traits or
academic abilities. For example, the top-performing students form one
group, while those who struggle academically form another.
Pedagogical processes are complex and involve
continuous interactions between individuals. It is
important to note that one of the situations observed
in this process is when the relationship between two
individuals deteriorates.
A pedagogical conflict is a situation where, due to the
worsening of relationships between individuals with
different personalities and perspectives, a conflict
arises.
There are several forms of pedagogical conflicts,
including:
In primary education, successfully resolving conflicts
typically involves a system that includes identifying the
problem, analyzing it, taking actions to resolve it, and
evaluating the results. Before developing a policy to
address conflicts in any specific situation, it is essential
to identify their sources.
REFERENCES
Sh.M.Mirziyoyev’s decree "On measures to significantly
increase the influence and status of the Uzbek language
as the state language" dated October 21, 2019.
Ibragimov X., Abdullayeva Sh. Pedagogical Theory
(Textbook).
—
T.: Fan va Texnologiya, 2008.
–
p. 215.
Shodiyeva Q. Methods of Speech Development, -
Tashkent, O’qituvchi, 2008.
FORMS OF PEDAGOGICAL DISPUTES
student-student
student-teacher
teacher and parent
