Classroom peace circles: Teachers’ professional learning and implementation of restorative dialogue

Parker, Christina; Bickmore, Kathy

doi:10.1016/j.tate.2020.103129

Cited by 45 publications

(39 citation statements)

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“…In the face of the impact of online teaching, students' interest in learning has been reduced due to the lack of scene sense, which requires teachers to mobilize more resources to stimulate students' interest in learning and ensure the teaching effect [2,3]. Furthermore, it is necessary for teachers to consider the normal operation of online equipment to ensure normal communication between teachers and students in teaching [4][5][6]. Homework correction and feedback also need to be carried out online, meaning that teachers need to master online teaching technology quickly and comprehensively [7,8].…”

Section: Introductionmentioning

confidence: 99%

Exploring the Relationships between Resilience and Turnover Intention in Chinese High School Teachers: Considering the Moderating Role of Job Burnout

Liu

Chen

et al. 2021

IJERPH

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Background: With the outbreak and spread of the COVID-19 epidemic, online teaching time has been extended continuously. The changes in teaching methods, teaching conditions, and teaching environment have brought great pressure and difficulties in adjustment to teachers, which have led to a series of physical and mental problems such as negativity, lack of confidence, and depression. The long-term accumulation of these problems makes teachers’ turnover intention increasingly serious. Methods: Based on these premises, this study took 449 high school teachers in China as research objects and investigated the relationship between high school teachers’ resilience, job burnout, and turnover intention in the context of the COVID-19 epidemic. Results: The resilience of high school teachers had a significant negative predictive effect on job burnout and turnover intention (r = −0.473, p < 0.05; r = −0.283, p < 0.05), while job burnout had a significant positive predictive effect on turnover intention (r = 0.485, p < 0.05). At the same time, job burnout played a moderating role between resilience and turnover intention (λ = −0.019, p < 0.001). Discussion: This study suggests that society, schools, families, and individuals should adopt various strategies to improve teachers’ adaptability and relieve teachers’ job burnout, so as to solve the practical problem of teachers’ high turnover intention and ensure continuous improvement and healthy development of online teaching.

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Section: Introductionmentioning

confidence: 99%

Exploring the Relationships between Resilience and Turnover Intention in Chinese High School Teachers: Considering the Moderating Role of Job Burnout

Liu

Chen

et al. 2021

IJERPH

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“…El poner el acento en procesos para mantener la paz se puede ver también en la misma concepción de diálogo. Aunque el término se asociaba con un intercambio de diferentes perspectivas, y para docentes y directores era una manera "pacífica" de abordar los conflictos, la forma en que los diálogos se desarrollaban no permitía interactuar por medio de discusiones abiertas, escucha activa, empatía, negociaciones o resoluciones de los conflictos por consenso (Cremin & Guilherme, 2016;Parker & Bickmore, 2020). Incluso, cuando los docentes promueven un diálogo con mayor sensibilidad que abre espacios de reflexión, los procesos se centran en modificar los comportamientos de los estudiantes y no en transformar las relaciones, en congruencia con una visión restringida de la convivencia escolar.…”

Section: Implicaciones De Las Prácticas De Manejo De Conflicto Para La Convivencia Escolarunclassified

Diálogo, separación y suspensión: prácticas de manejo de conflictos en escuelas primarias mexicanas

Franco

2021

Sinéctica

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Este artículo tiene como objetivo dar cuenta del análisis de las características de tres prácticas comunes de manejo de conflicto en dos escuelas primarias públicas mexicanas: el diálogo, la separación de actores y la suspensión, así como valorar sus implicaciones para la convivencia escolar respecto a la construcción de paz, la inclusión y la participación. En su componente metodológico, se presenta la investigación etnográfica de la que se deriva este artículo y el análisis temático y situacional desarrollado. Como marco teórico, se muestra una distinción entre aproximaciones restringidas y amplias de convivencia escolar, y se hace hincapié en los procesos de peacekeeping (mantener la paz), peacemaking (hacer la paz) y peacebuilding (construir la paz) en estas aproximaciones. El resultado central revela que la manera en que se desarrolla el diálogo, la separación y la suspensión da cuenta de una visión restringida de convivencia orientada a controlar los comportamientos inadecuados de los estudiantes, la cual es congruente con un manejo de los conflictos enfocados en el peacekeeping, que restringe la inclusión y la participación de los estudiantes y no conforma acciones sostenibles para transformar los conflictos que lleven a la construcción de paz.

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“…However, when the talking piece is continually passed around without such summary or responsive (inclusive) further questioning, in ways that leave issues unaddressed and experiences unacknowledged, it is possible that some participants may feel further marginalised or even traumatised, their voices and perspectives excluded after they had taken the risk to speak up. Depending on the participants, facilitator, and scheduled time allocated for circles, it is possible for certain issues and certain dominant or well-articulated voices to be validated and empowered, while others are disempowered (Parker & Bickmore, 2020).…”

Section: Negotiating Morality In Circle: Spoken and Unspoken Perspectmentioning

confidence: 99%

“…Like interpersonal tensions, conflicts embedded in classroom subject matter may be usefully encountered by engaging them as moral dilemmas (Clare et al, 1996;Lind, 2008). Yet teachers often need further institutional support and coaching, in order to enact pedagogies that support constructive, broad, and equitable student engagement in such conflictual conversations (Bickmore, 2008;Parker & Bickmore, 2020). In conflict dialogue including restorative justice circles, participants are encouraged to envision life from others' perspectives, whether they agree or not.…”

mentioning

confidence: 99%

“…Extant research illustrates a strong association between restorative justice education and strong student relationships and engagement in school (Reimer, 2019;Knight & Wadhwa, 2014). However, much less is known about how particular restorative pedagogies, such as circles, may contribute to strengthening relationships and to engaging a wide range of students academically (Parker & Bickmore, 2020). This paper is drawn from a larger multi-school study on enactment of restorative justice education in and around classrooms.…”

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confidence: 99%

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Complexity in restorative justice education circles: Power and privilege in voicing perspectives about sexual health, identities, and relationships

Parker

Bickmore

2020

Journal of Moral Education

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Restorative justice pedagogies, such as dialogue or peacemaking circles, allow students to learn how to share and listen with peers, set boundaries for moral dialogue, and engage constructively with each other's perspectives. This study is part of a larger project focused on teachers' professional development and circle implementation. The focus of this article is on one teacher's approach to using circles in teaching her intermediate health curriculum unit, situated in a school with a strong restorative justice initiative. In this restorative classroom, dialogue was integrated into regularly enacted academic as well as interpersonal curriculum; this interrupted, or at times reaffirmed, the status quo. Data includes classroom observations, professional development observations, teacher and student interviews, and a reflective researcher journal. Dialogue enacted in this classroom illustrated moral issues students grappled with, relating to sexual health, inclusive sexual identities, and sociocultural relationships. Results illustrated how the teacher's pedagogical choices transmitted values and shaped opportunities for critical dialogue, and that students' social and cultural capital impacted how certain topics were discussed.

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Classroom peace circles: Teachers’ professional learning and implementation of restorative dialogue

Cited by 45 publications

References 38 publications

Exploring the Relationships between Resilience and Turnover Intention in Chinese High School Teachers: Considering the Moderating Role of Job Burnout

Exploring the Relationships between Resilience and Turnover Intention in Chinese High School Teachers: Considering the Moderating Role of Job Burnout

Diálogo, separación y suspensión: prácticas de manejo de conflictos en escuelas primarias mexicanas

Complexity in restorative justice education circles: Power and privilege in voicing perspectives about sexual health, identities, and relationships

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