DEVELOPING FUTURE TEACHERS’ SKILLS OF EARLY DETECTION AND CONSTRUCTIVE RESPONSE TO VIOLENCE IN SCHOOLS: CONTENT, METHODS AND PRACTICAL TOOLS

Abstract

This article examines the content, methods and practical tools for developing the skills of early detection of violence and of constructive professional response to it among future teachers in the higher education system. The factors that contribute to violence, its signs and consequences, and the teacher’s role are analyzed as the content basis of the training. A set of practical tools is proposed: a comparison of unsupportive and supportive teacher responses, self-regulation techniques, five rules of peaceful conflict resolution, the “I-statement” technique, active listening and forum theatre. The effect of this training was tested in a three-stage pedagogical experiment conducted in the 2023/2024–2025/2026 academic years with 432 students of Chirchiq State Pedagogical University, Jizzakh State Pedagogical University and Nukus State Pedagogical Institute (217 in the experimental and 215 in the control groups). The initial results of the two groups were practically equivalent, whereas after the targeted measures the respondents of the experimental groups showed higher indicators of the formed skills and a sharp increase in their level of knowledge.