Research has revealed the importance of preventing violence from early childhood. Some quantitative analyses have studied the persistence of being an aggressor throughout the different educational stages and its relationship with criminal behavior in youth and adulthood. However, there is a need for qualitative methodologies that deepen the impact of preventive actions from early childhood. Dialogic teacher training (DTT) is based on reading and discussing scientific evidences based on egalitarian dialogue, and it helps educators implement only successful actions in schools. The dialogues and reflections with two experienced educators in an urban nursery that implements DTT are presented, through which the impact of this action on their practice is evaluated. As a result, it is identified that educators have modified their practices in relation to the situations of aggression that occurred in their nursery, achieving a zero-violence climate perceived by educators, families, and researchers.
The scientific literature has presented evidence of how fiction series impact the socialisation of young people’s relationships. However, there is a gap in the evidence on how dialogic interactions overcome the negative impact of the fiction series on the socialisation of toxic relationships. This research analyses dialogic interactions based on scientific evidence related to toxic relationships that contribute to overcoming this type of relationship. First, we developed a communicative content analysis of eight episodes of one of the most-watched fiction series by young people, Sex Education. After that, we conducted four communicative interviews with the young audience to collect their voices about the impact of these toxic relationships represented in this fiction series in their daily conversations. The results indicate that in such cases, there is a need to promote dialogic interactions about this fiction series, focusing the dialogue on which type of masculinity develops a toxic relationship and which, on the contrary, promotes healthy relationships.
RESUMENEste trabajo se ubica dentro de una investigación más amplia que trata de describir la transición del alumnado de la escuela del medio rural a los institutos de educación secundaria. Como resultados generales se han identificado elementos que facilitan o dificultan el cambio al nuevo centro. La acción tutorial fue una de las dimensiones estudiadas, con la premisa de que en la transición entre etapas la tutoría juega un papel relevante. La tutoría tiene como propósito mejorar el proceso educativo mediante acciones orientadas a facilitar la vida escolar de los estudiantes, teniendo en cuenta tanto los factores académicos como los personales, todos ellos interactuando en su proceso de aprendizaje. La investigación de campo se ha desarrollado a través de un estudio de casos, a partir del análisis cualitativo de 16 entrevistas colectivas, realizadas con alumnado, madres y padres de familia, y profesorado de dos escuelas del medio rural y sus dos institutos de secundaria de referencia. Los hallazgos describen la acción educativa tutorial durante la transición, su organización, el trabajo coordinado, y las acciones concretas que realiza el tutor con el alumnado, las familias y el profesorado; y muestran algunas características diferenciales, asociadas al contexto educativo de cada etapa. Las conclusiones insisten en la importancia de la coordinación entre los centros y en la necesidad de atender de manera especial, durante la transición, el proceso de socialización de los niños y niñas procedentes de escuelas del medio rural. Por otra parte, sugieren incluir, en relación a las madres y padres de familia, acciones de tránsito que les aproximen y ayuden a introducirse en los órganos de funcionamiento del instituto. PALABRAS CLAVEAcción tutorial -Educación primaria -Educación secundaria -Escuela ruralTransición entre etapas.
The increasing linguistic diversity of the students in schools poses a major challenge for inclusive educational systems in which everyone can learn the language of instruction effectively and, likewise, can have access to contents, being language the necessary tool to the latter end. Research suggests that there is a robust connection between interaction and language acquisition. Therefore, there is a need to identify the forms of interaction that are most effective for that purpose. In this sense, a greater emphasis on dialogic teaching and learning that increases quality interactions among students may facilitate the learning process. The present study analyses the implementation of a dialogue-based educational action called Dialogic Literary Gatherings (DLG) to promote teaching and learning Basque, a minority language, in a linguistically diverse context. Our research is an exploratory case study: 9 lessons were video-recorded and 2 interviews were conducted with a group of students and their teacher respectively. Results suggest that the DLG creates affordances for encouraging participation in collaborative interactions in the second language, promoting the inclusion of L2 learners, and fostering literature competence as well as a taste for the universal literature. We discuss the implications of these findings for second language learning.
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