Abstract
For the purposes of the research, we developed a concept of structural reasons that we theoretically assume appear as typical structural reasons for violence in schools. With empirical research, we determined how primary school teachers recognise violent behaviour and how they execute moral education in the areas of the specific structural reasons for violence. We found that the majority of teachers have appropriate pedagogical knowledge to recognise the specific structural reasons for violence and are able to identify the appropriate moral education or support strategy to address the identified violent or disruptive behaviour. However, even in cases of repeating acts of violence, teachers only begin to engage with the factors or reasons behind violent incidents in individual cases, and not systematically. We therefore suggest that schools introduce the systematic differentiation of structural reasons for violence and incorporate this approach in the school moral education plan and the work of teachers. Within such frameworks, violence and disruptive behaviour would be eliminated through moral education and/or support strategies appropriate to the specific structural reasons.
Highlights
Through an outline of our theoretical premises and a critical analysis of the theoretical basis of selected anti-violence preventive programmes, we developed a concept of structural reasons that we theoretically assume appear as typical structural reasons for violence in schools
Despite the fact that one third of the respondents understood the descriptions of the reasons for violence incorrectly, the vast majority (87.4%) of the teachers chose a description of moral education action that we theoretically conceived as 164 structural reasons for school violence and education strategies an appropriate model of education, which describes an authoritative action of the teacher, as opposed to a less appropriate model of a permissive attitude and behaviour of the teacher
If we take into account the responses always and sometimes for the other structural reasons, the results show that teachers, according to their own assessments, mostly recognise the structural reasons for violence
Summary
Through an outline of our theoretical premises and a critical analysis of the theoretical basis of selected anti-violence preventive programmes, we developed a concept of structural reasons that we theoretically assume appear as typical structural reasons for violence in schools. We sought to answer the research question of how teachers in primary school, without any additional education or training, recognise violent behaviour, and how they act in the areas of the defined structural reasons for violence. Based on descriptions of typical student behaviour presented in five vignettes, we wanted to determine whether teachers recognise the specific structural reason for the described violence and, in view of the determined violent or disruptive behaviour of the student, whether they can identify which moral education or support strategy would be more appropriate for them to adopt. The purpose of the empirical research was to find out whether teachers in Slovenia have appropriate professional knowledge and educational behaviours that would allow schools to introduce the systematic differentiation of structural reasons for violence and incorporate such an anti-violence approach in the so-called school moral education plan and in the actual educational work of teachers
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
