SOCIAL INTERACTION EXPERIENCES OF BEGINNING UNIVERSITY TEACHERS IN BUILDING OCCUPATION-RELEVANT COMPETENCIES

The article presents findings of a qualitative study focused on analysis social interaction experiences beginning teachers in higher education, whereby is construed as dialogue, conversation, socio-cognitive conflict, and intersubjective solutions thereof, which influence the process formation new competencies.The aim research to show prevailing university building competencies within context - conflict situations. based interactional ethnography approach. participants were newly hired different universities Lithuania. shows that degree asymmetry relations subject differences status, experience, competencies, or age agents. In intensity interaction, where it involves small number single-direction exchanges views opinions, will not necessarily be progressive competencies. As regards features affective situation convenience confrontation most favorable for acquisition cognitive structures Social abilities prerequisites cognition, are essential