A Proposal for a Teacher Training Curriculum on School Violence and Violence in Schools

In the first part of this study, the question of school violence is examined, whether it is violence that occurs at school as a result of external pressures (cultural, social, and familiar) or violence that occurs within the school’s organisational structures (institutional violence), and is then reflected in all those involved in the school. When it comes to explaining violence, it can be explained by individual, psychological, and behavioural characteristics, as well as familiar and social elements, and the interaction of each of these aspects. Nonetheless, because school violence is unlikely to go away anytime soon, it is critical that teachers-in-training be prepared in advance to deal with various levels of violence. To this end, a specific subject titled Violence in School: Educating to Intervene, Intervening to Prevent was created for teachers-in-training of Infant and Primary School. In the second half of the article, three instructors from the University of Aveiro’s Educational Department (Portugal) describe how, as part of the European Project NOVAS RES, they developed a curriculum for reducing school violence. We hope that our curriculum will inspire other institutions to provide future teachers-in-training with the resources they will need to deal with violence.

Author (S) Details

Ana Pedro
Departamentode Educação, Universidadede Aveiro, Aveiro, 3810-193, Portugal.

View Book :- https://stm.bookpi.org/MPLLE-V9/article/view/3602

 

Teach Me How to Be a Teacher of Kindergarten: Expectations of Kindergarten Student Teachers from their Mentor Kindergarten Teachers

Teaching is a difficult task that requires both practical and theoretical knowledge. Students gain practical experience through practicums in kindergartens or schools. The student teacher receives training under the supervision of an experienced kindergarten teacher or teacher who serves as their mentor. The purpose of this study was to look into student teachers’ expectations of their mentor kindergarten teachers. Fifty-four student teachers responded to a specially designed questionnaire. distributed via Google docs, about their mentor kindergarten teachers’ expectations It focuses on what student kindergarten teachers anticipate learning from their mentor kindergarten teacher during their practicum experiences. The data analysis was qualitative because it was the most appropriate research method to answer the research question because it was primarily exploratory. It is used to gain a better understanding of the underlying reasons, beliefs, and motivations. The findings indicate that student teachers expect to gain practical knowledge of important skills and tools for their profession, and that the mentoring relationship will be supportive, encouraging, and attentive. The significance of this research is that mentor kindergarten teachers will be more aware of what their mentees expect from this relationship as a result of this study. Especially given that there is no agreed-upon definition of the mentor’s role in the literature. As a result, this study can provide useful guidelines.

Author (s) Details

Aviva Dan

Ohalo Academic College of Education, Israel.

Dr. Eitan Simon
Ohalo Academic College of Education, Israel.

View Book :- https://stm.bookpi.org/STHSS-V1/article/view/1529