Teachers’ Understandings of Emerging Conflicts

Hakvoort, Ilse; Larsson, Kristoffer; Lundström, Agneta

doi:10.1080/00313831.2018.1484800

Cited by 9 publications

(12 citation statements)

References 14 publications

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“…In the field of conflict resolution in schools, minor distractions and disturbances are conflicts (Hakvoort, et al, 2020). Among the different ways to understand an emerging conflict in the classroom, the conflicts seen in this study can be categorized as a challenge of agenda, i.e., conflicts in content teaching.…”

Section: Conclusion and Discussionmentioning

confidence: 97%

A Teacher’s Practical Knowledge in an SSI-STEAM Program Dealing with Climate Change

Won

Choi

Chu

et al. 2021

Asia-Pac. Sci. Educ.

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Teachers do not simply deliver a set curriculum, but carry out classes based on practical knowledge, including their values, beliefs, and experiences. Therefore, it is meaningful to investigate the practical knowledge of teaching among teachers in terms of orientation, structure, and content in order to understand the teacher’s knowledge, conflicts, and trial and error experiences in the classroom. In this study, we explored the practical knowledge of a teacher conducting SSI-STEAM classes themed on climate change. In the specific context of SSI-STEAM classes, it was possible to understand how the teacher organized climate change classes and guided the actions of students in action-oriented classes. In addition, we expect that this study, which examines the practical knowledge of a novice teacher, will serve as the first step in narrowing the gap in SSI-STEAM education between pre-service teacher education and actual school classroom experience.

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Section: Conclusion and Discussionmentioning

confidence: 97%

A Teacher’s Practical Knowledge in an SSI-STEAM Program Dealing with Climate Change

Won

Choi

Chu

et al. 2021

Asia-Pac. Sci. Educ.

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show abstract

“…The concern with improving coexistence in schools, centred on the conflict variable, is addressed in different studies, whose objectives mark both understanding the school conflict [3][4][5][6], as well as preventing its occurrence [7]. Since it is impossible to eliminate school conflicts, it is essential and urgent to reduce their intensity, duration, and severity, so that the teaching and learning process is not harmed.…”

Section: Introductionmentioning

confidence: 99%

School Conflicts: Causes and Management Strategies in Classroom Relationships

Valente¹,

Lourenço²,

Zsolt³

2022

Interpersonal Relationships

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Conflicts cannot cease to exist, as they are intrinsic to human beings, forming an integral part of their moral and emotional growth. Likewise, they exist in all schools. The school is inserted in a space where the conflict manifests itself daily and assumes relevance, being the result of the multiple interpersonal relationships that occur in the school context. Thus, conflict is part of school life, which implies that teachers must have the skills to manage conflict constructively. Recognizing the diversity of school conflicts, this chapter aimed to present its causes, highlighting the main ones in the classroom, in the teacher-student relationship. It is important to conflict face and resolve it with skills to manage it properly and constructively, establishing cooperative relationships, and producing integrative solutions. Harmony and appreciation should coexist in a classroom environment and conflict should not interfere, negatively, in the teaching and learning process. This bibliography review underscore the need for during the teachers’ initial training the conflict management skills development.

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“…Through education an individual will experience a formative effect on the way he thinks, feels, and has good knowledge (Lamrani & Abdelwahed, 2020). Teachers or instructors have a vital role to provide positive motivation to students so that the learning process is not rigid, silent, and boring (Glassmeyer et al, 2020;Hakvoort et al, 2020;Julia et al, 2019). The learning process is a process of knowledge transfer between individual teachers acting as a center for providing detailed, structured, and simple scientific information so that it is easily understood by students.…”

Section: Introductionmentioning

confidence: 99%

The effect of the cooperative learning model on basketball games to improve junior high school students' learning

2022

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This research is motivated by the low value of student participation in the learning process of the basketball game, while another problem is that the model used by the teacher is not appropriate. Learning outcomes of junior high school students and to determine the effectiveness of the cooperative learning model of basketball learning in improving basketball learning outcomes of junior high school students. The type of method in this research is quasi-experimental. The instruments used to collect data are questionnaires, student assessment rubrics, and observations. The design in this research is One Group Pretest-Posttest Design. Data collection techniques in this study are interviews, preliminary research and offline questionnaire distribution. The place in this research is SMP Muhammadiyah 2 Yogyakarta. Data analysis in this study is tested using t-test which includes hypothesis testing, homogeneity test, and normality test. The results of this study indicate that there is an effect of the cooperative learning model on improving the learning outcomes of junior high school students about the game of basketball. Thus the hypothesis in the study is accepted.

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Teachers’ Understandings of Emerging Conflicts

Cited by 9 publications

References 14 publications

A Teacher’s Practical Knowledge in an SSI-STEAM Program Dealing with Climate Change

A Teacher’s Practical Knowledge in an SSI-STEAM Program Dealing with Climate Change

School Conflicts: Causes and Management Strategies in Classroom Relationships

The effect of the cooperative learning model on basketball games to improve junior high school students' learning

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