School violence affects thousands of students worldwide and can have very serious consequences, both on their physical and emotional well-being and on their academic performance, among other aspects. In the face of this challenge, teacher training becomes crucial.
Scientific literature has shown that teachers play a fundamental role in the prevention and resolution of school violence. However, for them to successfully fulfill this role, it is essential that the training they receive is as effective as possible and, most importantly, that it works in practice. The same applies to future teachers, i.e., students at faculties of education. Training for these future educators is also key to addressing school violence.
It has been shown that training approaches based on dialogue, such as Dialogic Pedagogical Gatherings (DPG), offer very positive results in teacher training. Thanks to these dialogue-based sessions on scientific evidence, future teachers not only better understand the issues but are also able to find practical and effective solutions.
A study recently published in the journal REMIE addresses this issue. Specifically, the research analyzes whether dialogic pedagogical gatherings can have a positive impact on the self-efficacy of future teachers in addressing school violence. The study was conducted at a Spanish university, with 98 students from early childhood and primary education degree programs who attended DPG sessions. Of this group, 8 students were interviewed after participating in at least two sessions.
The research findings show that the interviewees gave positive feedback about the DPGs. They highlighted that these sessions allowed them to acquire knowledge and significantly change their attitude toward school violence. Furthermore, they felt more prepared and professionalized to face such situations, emphasizing the importance of scientific evidence and a problem-solving approach.
Additionally, the participants emphasized that during the sessions, a safe classroom environment was created, which facilitated the collective construction of knowledge. This environment allowed them to connect scientific texts with their own experiences. In fact, some applied what they had learned in contexts outside the classroom, such as in extracurricular activities or during their teaching practice. These trainings helped them better understand the dynamics of school violence and address it more effectively.
In conclusion, the research highlights the importance of training future teachers in the prevention of school violence through successful actions like dialogic pedagogical gatherings. This approach not only improves students’ preparation but also contributes to the creation of safer and more respectful educational environments, fostering quality education for all in line with the United Nations Sustainable Development Goals.
Article translated from Kaiera
Pre-doctoral researcher at University of the Basque Country