CoRE: A conceptual model for incorporating conflict resolution into teacher education

Yssel, Nina; Beilke, Jayne R.; Church, Kathy L.; Zimmerman, Jay S.

doi:10.1080/08878730109555273

Cited by 3 publications

(2 citation statements)

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“…Findings revealed it is fundamental for pre-service teachers to learn, implement and reflect upon mediation strategies since the school context is characterized by ever-changing contexts with equally challenging conviviality circumstances between actors from all school communities. Yssel et al (2001) stated that in order for pre-service teachers to become skilled at mediation, the following key components should be addressed: self-exploration, theory, principles, and information, skill building, the mediation process, and simulated practice. Pre-service teachers should be allowed to explore their thoughts concerning conflict since they are often taught that conflict is inherently negative and have almost nonpositive examples on how to explore the conflict mediation in a constructive perspective.…”

Section: Mediation As a Methods Of Conflict Resolutionmentioning

confidence: 99%

“…Since pre-service teachers are discovering who they are and constructing their professional identity, it can be stressful to address these questions. Regarding mediation process, Yssel et al (2001) stated that it is constituted by four distinctive phases: premeditation meetings, open questioning or storytelling, mediated interaction, and, finally, problem-solving phase. Pre-service teachers should practice the different stages of a mediation process and inherent tasks through role playing.…”

Section: Mediation As a Methods Of Conflict Resolutionmentioning

confidence: 99%

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Framing Conflict Mediation in the Context of Teacher Training: A Scoping Review of the Literature Between 2000 and 2020

Alves

Costa

2021

Qualitative Research Practices and Challenges

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A scoping review from 2000 to 2020, in a qualitative approach, were analyzed in order to provide a synthesis of the empirical issues concerning conflict mediation in schools in the context of teacher education, and to investigate the extent to which empirical research has provided evidence on key elements that are crucial to develop conflict mediation skills among teachers. A scoping review, on Scopus and B-on online databases, was made using nine inclusive criteria. The results showed that the number of publications is stable throughout the years. Seven journals published studies about this subject. Two continents are represented in the reviewed studies. They were mostly on-site and qualitative research and focus the mediation as a method of conflict resolution, and as a tool to introduce initial learning-to-teach experiences. There are a few empirical studies in which conflict mediation and its impact on teacher education is sufficiently explored. A thematic overview of reported outcomes suggested that although mediation is perceived as positive and encourages emotional, cognitive, and moral learning, stimulating pre-service teachers' reflective thinking, teachers identify a deficiency when it comes to their training.

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Section: Mediation As a Methods Of Conflict Resolutionmentioning

confidence: 99%

Section: Mediation As a Methods Of Conflict Resolutionmentioning

confidence: 99%