The process of education and upbringing is not possible without contradictions and conflicts. Confrontation with children is an ordinary component of pedagogical reality. Pedagogical conflicts can reach various degrees of severity and therefore very often require radical action for their resolution. In many respects it depends on the type of pedagogical conflict. Pedagogical conflict is a special kind of situation that arises in the mindset and behavior of a teacher, student or some class collective which has certain psychological characteristics: a moral collision is not simply recognized, thoughtfully considered by individuals in the course of the conflict, but is acutely and painfully experienced, and negative feelings that accompany the conflict are the reason that the participants of the conflict tend to relieve themselves of necessity to make a decisive choice and thereby assume responsibility for it. The conflict fulfills not only a negative, but also a constructive function. For teachers, a conflict is an opportunity for accelerated progress in understanding the personality of the pupil and an incentive for one's own growth. In situations of pedagogical conflict, the requirements for behavior are most often encountered. With a malevolent attitude towards the student, the accusatory bias predominates in the teacher. He does not feel the need for a psychological analysis of the student's actions and considers them intentional, and therefore deserving of condemnation and punishment. Such mistakes very often lead to alienation between the teacher and the student. Our study of the problems of pedagogical intervention in conflict reveals that educators often have no idea of scientifically based technologies for diagnosing and preventing conflicts in the educational environment. The results of the research confirm the need for purposeful work on the formation of conflictological competencies and relevant professionally significant personal qualities in the future educators. The solution of the problem of the teacher's professional training to resolve pedagogical conflicts in the educational process has a psychological significance. It allows teachers to resolve conflicts taking into account the uniqueness of the individual characteristics of both teachers' and students' personalities, it allows identifying the psychological mechanisms of personality development in case of resolution or non-resolution of the conflict and equips teachers with the ways of regulating their state in difficult situations. In this connection, the preparation of the future teacher for the resolution of pedagogical conflicts assumes special importance.