The purpose of this thesis is to explore the patterns of conflict recognition which has made questionnaire by Berko etc.. The results are summarized as follows: First, the pre-service school teachers’ realized the aspects of conflict as “avoidance > integration> compromise> competition> accommodation”. Berko etc. suggested five patterns. But the new pattern of conflict is discovered in this research. This type is another. We name it “convergence type”. Second, the difference of recognition aspects by blood type is meaningless statistically. But the aspects of conflict recognition without distinction of sex are exposed to “avoidance > integration > compromise > competition > accommodation”. Third, when we explored the correlation between talk time and conflict response patterns, the more we have talk time, the more we have meaningful accommodation pattern statistically. Forth, when we explored the correlation between talk patterns and conflict response patterns, the debate of discussion pattern has statistically meaningful response to accommodation pattern. Finally, when the pre-service school teachers’ judge the aspects of conflict, they are based on a general intellectual ability in cognitive perspective and a motivation in an affective perspective. Also when we consider both cognitive perspective and affective perspective, they judge the aspects of conflict recognition which motivation take priority over cognition.