Efectividad de un programa de mejora de competencias profesionales en resolución de conflictos/Effectiveness of a programme on the improvement of professional skills for conflict resolution

Migueláñéz, Susana Olmos; Sánchez, Eva María Torrecilla; Conde, María José Rodríguez

doi:10.5944/reop.vol.28.num.3.2017.21617

Cited by 3 publications

(2 citation statements)

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“…Moreover, "efforts should develop suitable teacher-training programmes on how to address conflicts, making teachers aware that they themselves can be the source of the emerging conflict" (Larsson et al, 2021, p. 800). Thus, it is urgent to raise the need for teacher training in both initial and in-service training to improve their social and emotional competencies (Bisquerra-Alzina & García-Navarro, 2018;Galindo-Domínguez et al, 2022;Olmos-Migueláñez et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…According to the review conducted by Hakvoort et al (2019), this negativist approach, focused on examining and correcting inappropriate student behaviour, was predominant until the first decade of the 21st century. Not surprisingly, Merma- Molina et al (2019), examining 806 plans from all Spanish communities, found that most coexistence plans carried out at schools, lacking an adequate diagnosis, have focused almost exclusively on students (Olmos-Migueláñez et al, 2017). However, since the second decade, they have been shifting their course towards the needs of schools, taking all members of the educational community into account (Grau-Vidal et al, 2016;Hernández-Prados et al, 2020).…”

Section: Introduction and Objectivesmentioning

confidence: 99%

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How do teachers and students deal with conflict? An analysis of conflict resolution strategies and goals

Vacas

Ruiz

2023

Rev. invest. educ.

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The public concern about school violence paints a threatening picture of students and overall relations at school, particularly in Secondary Education. However, from a constructive conflict resolution perspective as well as from student-voicing points of view, an analysis free of adult bias seems crucial to ensure the proper management of school conflicts. Hence, research has been conducted, applying situational questionnaires to 1768 pupils and 211 teachers from 16 Spanish Compulsory Secondary Education (ESO) schools in the Canary Islands and Asturias to better understand conflict resolution strategies and goals. Results showed that students are more frequently inclined to choose an Integrative and Discomfort-Avoiding coping style, advocating for Long-term goals, whereas their teachers primarily opted for coercive techniques (verbal and emotional abuse) and Short-term goals. The study concluded that students presented more constructive solutions to conflicts than teachers, underlining the need to educate teachers in these matters to improve their management of conflicts and become models for constructively addressing conflicts in the classroom. La alarma social generada en torno a la violencia escolar dibuja una imagen violenta del alumnado y de la convivencia escolar, especialmente en Secundaria. Sin embargo, desde la perspectiva positiva del conflicto y de la voz del alumnado se hace necesario un análisis libre de sesgos adultos acerca de la gestión de los conflictos escolares. Por ello, se analizaron las estrategias y metas de resolución de conflictos aplicando cuestionarios situacionales a 1768 estudiantes y 211 docentes de 16 centros escolares de Educación Secundaria Obligatoria (ESO) españoles de las comunidades de Canarias y Asturias. Los resultados indicaron que el alumnado eligió con más frecuencia el estilo Integrador y Evitador del Malestar y se mostró más de acuerdo con Metas a Largo Plazo, mientras que su profesorado se decantó más por técnicas coercitivas (violencia verbal y emocional) y Metas a Corto Plazo. Se concluye que el alumnado manifiesta soluciones más constructivas ante los conflictos y se subrayan las necesidades formativas del profesorado para mejorar su gestión ante los conflictos y servir de referente para su resolución de forma positiva.

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Section: Discussionmentioning

confidence: 99%

Section: Introduction and Objectivesmentioning

confidence: 99%

How do teachers and students deal with conflict? An analysis of conflict resolution strategies and goals

Vacas

Ruiz

2023

Rev. invest. educ.

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Análisis del rol de las mujeres administrativas en la resolución de conflictos del sector cooperativo en Ocaña, Norte de Santander

Sánchez

Durán-Alvernia

2021

Aibi revista investig. adm. ing.

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El conflicto es un factor que puede presentarse en cualquier contexto, ocasionando alteraciones en el comportamiento de las personas y de las organizaciones y, es justo allí, donde se hace necesaria una postura decisiva que coadyuve a disminuir el problema. En este contexto, se peresenta este artículo con el objetivo analizar el papel que desempeña la mujer gerente o administradora del sector cooperativo en Ocaña, Norte de Santander, como ente mediador en la resolución de conflictos. En lo metodológico, fue un estudio de enfoque cuantitativo no experimental, de nivel descriptivo y diseño transeccional, utilizándose como instrumento de recolección el cuestionario Thomas Kilmann (TKI), a través del cual se logran describir los estilos, competencias y habilidades para la resolución de conflictos. La población fue de 11 mujeres de 25 organizaciones del sector cooperativo de Ocaña, Norte de Santander. Se concluye que la mujer presenta un estilo colaborativo frente a las situaciones de conflicto más predominantes y de competencia en conflictividades de menor procedencia

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Conflict management training for future educators

Sokolova¹,

Sivrikova²,

Chernikova³

et al. 2020

Obraz. nauka

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Introduction. The relevance of the declared topic was dictated by the increased conflict between the members of education and the increasing demands placed on the professional activities of the modern teachers to resolve conflicts in the conditions of general education school. In the course of professional training of future teachers in universities, the formation of conflict competence is not paid due attention, so there is a need to determine the role, content and learning technologies for conflict management training of future teachers.The aim of the present publication is to evaluate the effectiveness of conflict management training technology for future teachers.Methodology and research methods. The authors carried out a pedagogical experiment using pre- and post-testing method of the level of formation of the components of conflict readiness of students of a pedagogical university – participants of experimental and control groups. The sample of the experiment was based on 120 of 2nd-4thyear students of the Faculty of History of the South Ural State Humanitarian Pedagogical University of Chelyabinsk. The following methods were used to collect the empirical data: the Thomas test; an achievement test to assess conflict knowledge; practical tasks (cases); methodology “My Conflict Position” (by V. V. Schernyazova). Mathematical processing of the research results was performed through the Pearson’s chi-squared test.Results. The differences in the formation of cognitive, technological and personal components in students of the control and experimental group have been established. The dependence of the formation of components of conflict readiness of students for the introduction of a specially developed programme has been determined. After pedagogical impact, the number of students with high cognitive component levels rose from 0 to 39,3%. Most students (97,6%) learned algorithms to solve typical interpersonal conflicts and began to choose more constructive strategies to solve them. In the experimental group after the experiment, the personal component of conflict readiness was higher than in the control group.Scientific novelty. The system is proposed to provide effective conflict management training for future teachers, which consists of three components: immersion in the information field of conflict; intensification of conflict resolution activities; mastering of constructive practices of conflict management.Practical significance. The research results are of particular interest for the development of educational programmes in the system of professional education.

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Efectividad de un programa de mejora de competencias profesionales en resolución de conflictos/Effectiveness of a programme on the improvement of professional skills for conflict resolution

Cited by 3 publications

References 7 publications

How do teachers and students deal with conflict? An analysis of conflict resolution strategies and goals

How do teachers and students deal with conflict? An analysis of conflict resolution strategies and goals

Análisis del rol de las mujeres administrativas en la resolución de conflictos del sector cooperativo en Ocaña, Norte de Santander

Conflict management training for future educators

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