CULTURALLY SENSITIVE PARENT DIALOGUE IN PREPARING PRESERVICE TEACHERS FOR DYNAMIC CONFLICTS

Abstract

This paper compares Uzbek, Russian and international studies relevant to preparing preservice teachers for changing conflicts with parents. It discusses family–school cooperation, the interpretation of situations, the preservation of participants’ dignity and teachers’ emotional self-regulation. A focused theoretical analysis informs a proposed dialogue framework linking acknowledgement of concerns, clarification of circumstances and agreement on action. Respectful communication is distinguished from the justification of a professional decision. An illustrative example developed by the author demonstrates the framework’s application.