THEORETICAL FOUNDATIONS FOR PREPARING PRESERVICE PRIMARY SCHOOL TEACHERS FOR DYNAMIC PEDAGOGICAL CONFLICTS

Abstract

This paper examines the foundations for preparing preservice primary school teachers for conflicts whose nature changes as new information emerges. Selected studies by Uzbek and Russian researchers are compared with international concepts of conflict management and adaptive expertise. A focused comparative analysis of selected publications is used. The paper proposes distinguishing between the social structure of a conflict, the interpretation of an event, and the grounds for professional action. It highlights the need to align these levels when designing teacher education. The conclusions are theoretical.