The Role of Emotions in Classroom Conflict Management. Case Studies Geared Towards Improving Teacher Training

The purpose of this paper is twofold: firstly, to explore the emotional aspects underlying classroom conflict management, and secondly, to apply these notions to the contrasted analysis of two case studies. Our findings underscore the importance of examining teachers' emotional regulation to be...

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Autores: Álvarez Valdivia, Ibis Marlene|||0000-0002-3250-3214, González Parera, Montserrat|||0000-0002-7929-6558, Manero, Borja|||0000-0003-2965-844X
Tipo de recurso: artículo
Fecha de publicación:2022
País:España
Institución:Universitat Autònoma de Barcelona
Repositorio:Dipòsit Digital de Documents de la UAB
Idioma:inglés
OAI Identifier:oai:ddd.uab.cat:258133
Acceso en línea:https://ddd.uab.cat/record/258133
https://dx.doi.org/urn:doi:10.3389/fpsyg.2022.818431
Access Level:acceso abierto
Palabra clave:Classroom climate
Emotion
Secondary school
Conflict resolution
Teacher training
Virtual reality
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spelling The Role of Emotions in Classroom Conflict Management. Case Studies Geared Towards Improving Teacher TrainingÁlvarez Valdivia, Ibis Marlene|||0000-0002-3250-3214González Parera, Montserrat|||0000-0002-7929-6558Manero, Borja|||0000-0003-2965-844XClassroom climateEmotionSecondary schoolConflict resolutionTeacher trainingVirtual realityThe purpose of this paper is twofold: firstly, to explore the emotional aspects underlying classroom conflict management, and secondly, to apply these notions to the contrasted analysis of two case studies. Our findings underscore the importance of examining teachers' emotional regulation to better understand their performance when dealing with conflicts that affect classroom climate. In the final section, we make suggestions for introducing this perspective into initial teacher training through the use of Virtual Reality, a scenario that would allow pre-service teachers to experiment, record and reflect on affective and attitudinal issues that are decisive for effective classroom conflict management. 22022-01-0120222022-01-01Articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://ddd.uab.cat/record/258133https://dx.doi.org/urn:doi:10.3389/fpsyg.2022.818431reponame:Dipòsit Digital de Documents de la UABinstname:Universitat Autònoma de BarcelonaInglésengAgencia Estatal de Investigación https://doi.org/10.13039/501100011033 RTI2018-096401-A-I00open accesshttp://purl.org/coar/access_right/c_abf2Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:ddd.uab.cat:2581332026-06-06T12:50:31Z
dc.title.none.fl_str_mv The Role of Emotions in Classroom Conflict Management. Case Studies Geared Towards Improving Teacher Training
title The Role of Emotions in Classroom Conflict Management. Case Studies Geared Towards Improving Teacher Training
spellingShingle The Role of Emotions in Classroom Conflict Management. Case Studies Geared Towards Improving Teacher Training
Álvarez Valdivia, Ibis Marlene|||0000-0002-3250-3214
Classroom climate
Emotion
Secondary school
Conflict resolution
Teacher training
Virtual reality
title_short The Role of Emotions in Classroom Conflict Management. Case Studies Geared Towards Improving Teacher Training
title_full The Role of Emotions in Classroom Conflict Management. Case Studies Geared Towards Improving Teacher Training
title_fullStr The Role of Emotions in Classroom Conflict Management. Case Studies Geared Towards Improving Teacher Training
title_full_unstemmed The Role of Emotions in Classroom Conflict Management. Case Studies Geared Towards Improving Teacher Training
title_sort The Role of Emotions in Classroom Conflict Management. Case Studies Geared Towards Improving Teacher Training
dc.creator.none.fl_str_mv Álvarez Valdivia, Ibis Marlene|||0000-0002-3250-3214
González Parera, Montserrat|||0000-0002-7929-6558
Manero, Borja|||0000-0003-2965-844X
author Álvarez Valdivia, Ibis Marlene|||0000-0002-3250-3214
author_facet Álvarez Valdivia, Ibis Marlene|||0000-0002-3250-3214
González Parera, Montserrat|||0000-0002-7929-6558
Manero, Borja|||0000-0003-2965-844X
author_role author
author2 González Parera, Montserrat|||0000-0002-7929-6558
Manero, Borja|||0000-0003-2965-844X
author2_role author
author
dc.subject.none.fl_str_mv Classroom climate
Emotion
Secondary school
Conflict resolution
Teacher training
Virtual reality
topic Classroom climate
Emotion
Secondary school
Conflict resolution
Teacher training
Virtual reality
description The purpose of this paper is twofold: firstly, to explore the emotional aspects underlying classroom conflict management, and secondly, to apply these notions to the contrasted analysis of two case studies. Our findings underscore the importance of examining teachers' emotional regulation to better understand their performance when dealing with conflicts that affect classroom climate. In the final section, we make suggestions for introducing this perspective into initial teacher training through the use of Virtual Reality, a scenario that would allow pre-service teachers to experiment, record and reflect on affective and attitudinal issues that are decisive for effective classroom conflict management.
publishDate 2022
dc.date.none.fl_str_mv 2
2022-01-01
2022
2022-01-01
dc.type.none.fl_str_mv Article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://ddd.uab.cat/record/258133
https://dx.doi.org/urn:doi:10.3389/fpsyg.2022.818431
url https://ddd.uab.cat/record/258133
https://dx.doi.org/urn:doi:10.3389/fpsyg.2022.818431
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.relation.none.fl_str_mv Agencia Estatal de Investigación https://doi.org/10.13039/501100011033 RTI2018-096401-A-I00
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:Dipòsit Digital de Documents de la UAB
instname:Universitat Autònoma de Barcelona
instname_str Universitat Autònoma de Barcelona
reponame_str Dipòsit Digital de Documents de la UAB
collection Dipòsit Digital de Documents de la UAB
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