Aim. Description of the models of resolving complex situations in pedagogical interaction.

Methodology. The article deals with issues included in the phenomena denoted as: the potential of personal development and the situation; complex, conflict situations in educational activity and their resolution. The main method of the study is the reflection on complex educational situations and the development of models for resolving them.

Results. Since social risks in the educational environment are increasing, it is necessary to look for resources to maintain well-being. Developing situational reflection can be an appropriate answer to this. The concept of “situation” as applied to the educational sphere is analyzed on the basis of L. S. Vygotsky view on the development of personality. The phenomenon of reflection is studied with reference to V. E. Klochko works on psychological mechanisms of the reflective capabilities of the personality. The models for resolving difficult situations are presented taking into account their key ideas. Special attention is paid to the description of cognitive and behavioral models for solving difficult situations.

Research implications. It is proposed to use models for resolving difficult situations, further elaborated for the specifics of teaching activities, in the educational sphere when training managerial personnel and in working with teachers. In the present work, it is recognized that a model for raising the teacher’s social competence is appropriate for these requirements.

reflection, difficult situations in the educational environment, social risks, models for resolving difficult situations, joint activities, development, skills development of management and pedagogical specialists

1. Avilov A. V. Refleksivnoe upravlenie: metodologicheskie osnovaniya [Reflexive control: Methodological foundations]. Moscow, The State University of Management Publ., 2003.174 p.
2. Asmolov A. G. Psikhologiya lichnosti [Psychology of Personality]. Moscow, Smysl Publ., 2019. 376 p.
3. Vygotsky L. S. Voprosy detskoi psikhologii [Questions of child’s psychology]. Moscow, Eksmo Publ., 2020. 160 p.
4. Vygotsky L. S. Istoriya razvitiya vysshikh psikhicheskikh funktsii [The history of the development of higher mental functions]. Moscow, Yurait Publ., 2020. 336 p.
5. Golovey L. A. Psikhologicheskaya zrelost’ lichnosti [Psychological maturity of the personality]. St. Petersburg, Skifiya-print Publ., 2014. 240 p.
6. Zinchenko V. P., Morgunov E. B. Chelovek razvivayushchiisya. Ocherki rossiiskoi psikhologii [Man developing. Essays on Russian psychology]. Available at: https://www.psyoffice.ru/3793-zinchenko-v.p.-morgunov-e.b.-chelovek.html (accessed: 20.02.2021).
7. Klochko V. E. Samoorganizatsiya v psikhologicheskikh sistemakh: problemy stanovleniya mental’nogo prostranstva lichnosti (vvedenie v transspektivnyi analiz) [Self-organization in psychological systems: problems of the formation of the mental space of the individual (introduction to trans-perspective analysis)]. Tomsk, Tomsk State University Publ., 2005. 174 p.
8. Krasnoryadtseva O. M. [Sensitivity to problems as a characteristic of the innovative potential of the individual]. In: Sibirskii psikhologicheskii zhurnal [Siberian journal of psychology], 2009, no. 3, pp. 13–19.
9. Raven J. Kompetentnost’ v sovremennom obshchestve: vyyavlenie, razvitie, realizatsiya [Competence in modern society: identification, development, implementation]. Available at: https://ru.bookmate.com/reader/NPCplgY7?resource=book (accessed: 20.02.2021).
10. Shustova I. Yu., ed. Refleksiya v innovatsyonnoy praktike shkoly [Reflection in the innovative practice of the school]. Moscow, Center “Pedagogical search” Publ., 2015. 152 p.
11. Stepanov S. Yu., Semyonov I. N. [Psychology of reflection: problems and research]. In: Voprosy Psychologii, 1985, no. 3, pp. 31–40.
12. Asmolova A. G., Soldatova G. U., eds. Sotsial’naya kompetentnost’ klassnogo rukovoditelya: rezhissura sovmestnykh deistvii [Social competence of the class teacher: directing joint activities]. Moscow, 2006. 321 p.
13. Hinsh R., Wittmann S. Uverennost’ v sebe [Self-confidence]. Kharkiv, Humanitarian Center Publ., 2017. 184 p.
14. Shchedrovitsky G. P. Refleksiya [Reflection]. Moscow, Shkola kul’turnoy politiki Publ., 1995. 800 p.
15. Grant A. M. Rethinking psychological mindedness: Metacognition, self-reflection, and insight. In: Behaviour Change, 2001, no. 18 (1), pp. 8–17.
16. Barlett L. Teacher development through reflective teaching. In: Richards J. C., Nunan D., eds. Second language teacher education. Cambridge, Cambridge University Press, 1990, pp. 202–214.
17. Giovanelli M. Relationship between reflective disposition toward teaching and effective teaching. In: The Journal of Educational Research, 2003, no. 96(5), pp. 293–309.
18. Loughran J. J. Effective reflective practice: In search of meaning in learning about teaching. In: Journal of teacher education, 2002, no. 53 (1), pp. 33–43.
19. Mertler C. A. Action research: Teachers as researchers in the classroom. Thousand Oaks, CA, Sage Publications, 2009. 265 p.
20. Neville G. Making the most of your textbook. Harlow, UK, Longman, 1991. 128 p.
21. Núñez A., Ramos B., Téllez M. F. Reflexión en el contexto educativo: hacia la toma de decisiones en el aula. In: Apuntes Contables, 2006, no. 11, pp. 111–115.