The Characteristics of Teacher Training with Social Impact to Overcome School Violence: A Literature Review

  1. Olabarria, Ane 2
  2. Zubiri-Esnaola, Harkaitz 2
  3. Carbonell, Sara 1
  4. Canal-Barbany, Josep María 3
  1. 1 Department of Pedagogy, Faculty of Education Sciences and Psychology, University of Rovira i Virgili
  2. 2 Department of Language and Literature Didactics, Faculty of Education, Philosophy and Anthropology, University of the Basque Country
  3. 3 Faculty of Education, Valencian International University (VIU)
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Journal:
Future

ISSN: 2813-2882

Year of publication: 2024

Volume: 2

Issue: 3

Pages: 135-148

Type: Article

DOI: 10.3390/FUTURE2030011 GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Future

Abstract

Research demonstrates that overcoming school violence is crucial for ensuring a safe environment and quality education for all students. The scientific literature shows that educators can significantly impact school violence, but their effectiveness hinges on the quality of their training. Therefore, identifying the most effective training types is essential. This literature review aims to identify and synthesize the characteristics of teacher-training programs that have effectively reduced school violence. Inclusion criteria were studies focusing on interventions to reduce school violence, with either quantitative or qualitative outcomes. Exclusion criteria were studies not specifically addressing school violence or lacking evaluative measures. Data sources included Web of Science, EBSCO Host, Medline, Scielo, and Scopus, with searches conducted in December 2023. From an initial pool of 2128 articles, 13 studies were included. The results, synthesized through narrative analysis, reveal the key features of teacher-training programs that effectively address school violence, including the nature of the training, the content covered, and the social impact achieved.

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