Abstract: The subject of this research is the peculiarities of implementing the model of formation of competencies in resolving the professional and personal conflicts that emerge during preparation of the Bachelors of Education; while the object is the students of a pedagogical university. The author examines the essence of the professional and personal conflicts alongside specificities of realization of functions within the structure of the professional and personal conflict, describes the conflictological competences in the area of resolution of the pedagogical conflicts, as well as determines the peculiarities of application of the system-activity approach. In the course of this work the author used the axiomatic and hypothetic-deductive method, inductive method, modelling and interpretational-descriptive method. The author explores the structure and content of the model of formation of competences on resolving the professional and personal conflicts in the context of preparation of the Bachelors of Education, as well as the levels and criteria of the formedness of competences pertinent to resolving such conflicts. In conclusion, in is underlines that the process of formation of skills aimed at resolving the professional and personal conflicts among the Bachelors of Education is realized through the educational and cultural impact of the university pedagogues based on the system-functional approach. The scientific novelty consists in the author’s original model on formation of competencies aimed at resolving the professional and personal conflicts among students of pedagogical university, which specifies and complements the existing theoretical developments in the area of conflictology and pedagogy.

Abstract: The subject of the present research article is the destructive intrapersonal conflict that affects the personality development. The object of the research is the students of a teachers' training institute. The author of the article examines such aspects of the topic as the essence of the intrapersonal conflict and its interpretation by foreign and Russian scientists. The author also analyzes the process of experiencing a destructive intrapersonal conflict by students. Based on analysed researches, the author offers his own model for defining the influence of a destructive intrapersonal conflict on students studying pedagogics. At the end of the article the author makes a conclusion about factors demonstrated by pedagogical students when there is a destructive intrapersonal conflict as well as what causes this process. In the course of his research the author has used the basic methods of pedagogical research, in particular, axiomatic and hypothetico-deductive method, inductive method, simulation and interpretative descriptive methods. The author makes his final conclusions in the form of a functional block which demonstrates the structure and methods of teaching activities aimed at defining the influence of a destructive intrapersonal conflict on students' personality development. The novelty of the research is caused by the fact that the author defines particular functions and means that can be used by teachres to define a destructive intrapersonal conflict which, in its turn, may affect the process of personality development of a would-be teacher. 

Abstract: The subject of the present research article is constructive intrapersonal conflicts that have an influence on the personality development. The object of the research is university students. The author of the article examines such aspects of the topic as the essence of intrapersonal conflict and its intrapretation by foreign and Russian scientists. Pechersky also analyzes how constructive intrapersonal conflicts appear and get solved by students. Based on the analysis of sources, the author offers his own model of defining the influence of intrapersonal conflicts on students (future teachers). In conclusion the author makes a conclusion about particular factors demonstrated by students of teachers' training universities in case of intrapersonal conflicts as well as what causes this process. In the course of the research the author has used the main theoretical methods of psychological and pedagogical research, in particular, axiomatical and hypotethetico-deductive method, inducative approach, modelling and intrapretative-descriptive methods. The main conclusions of the research are formulated by the author in a functional model that demonstrates the structure, contents and methods of teaching activities aimed at defining the influence of constructive intrapersonal conflicts on students' personality development at a teachers' training university. The scientific novelty of the research is caused by the fact that the author defines particular functions and methosd of teachers' influence in order to determine the impact constructive intrapersonal conflicts on the development of personal qualities of a future teacher.