Mind the Conflict: Empathy When Coping with Conflicts in the Education Sphere

Autor/inn/en	Levi-Keren, Michal; Godeano-Barr, Shiri; Levinas, Shiri
Titel	Mind the Conflict: Empathy When Coping with Conflicts in the Education Sphere
Quelle	In: Cogent Education, 9 (2022) 1, Artikel 2013395 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Levi-Keren, Michal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2021.2013395
Schlagwörter	Elementary School Teachers; Foreign Countries; Beginning Teachers; Conflict; Conflict Resolution; Coping; Intervention; Models; Metacognition; Self Concept; Self Efficacy; Empathy; Communication (Thought Transfer); Predictor Variables; Inservice Teacher Education; Faculty Development; Self Concept Measures; Program Effectiveness; Teaching Conditions; Work Environment; Israel; Teachers Sense of Efficacy Scale + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Junior teacher; Junglehrer; Konflikt; Conflict solving; Konfliktlösung; Konfliktregelung; Bewältigung; Analogiemodell; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstkonzept; Self-efficacy; Selbstwirksamkeit; Empathie; Communication; thought; Kommunikation; Gedanke; Prädiktor; Lehrerfortbildung; Lehrbedingungen; Unterrichtsbedingungen; Arbeitsmilieu
Abstract	Recent studies show that conflict situations are a quite frequent reality in schools. These conflict occurrences can be attributed, among other things, to the lack of conflict resolution skills among school personnel. This paper presents a mixed methods study aimed to evaluate the effect of the "Mind the Conflict" intervention model on novice teachers' self-awareness and sense of efficacy in conflict situations, as well as their ability to express empathy toward the "other" in the conflict. The study sample comprised 61 teachers, aged 25-55, most of them females, drawn from primary public schools across Israel. Forty-two teachers were trained in the model as part of an Induction into Teaching course (experimental group). Nineteen teachers who took an unrelated course constituted the control group. Data sources included pre-post questionnaires administered to both groups, and final papers gathered from the experimental group. Results showed that at the end of the course, teachers exposed to the model reported significantly higher empathy levels in conflict situations, and that this ability was a significant predictor of their sense of efficacy in these situations. These findings were supported by data from the qualitative analysis. Possible contributions stemming from the use of the model for novice teachers are discussed. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01