Effectiveness of a programme on the improvement of professional skills for conflict resolution
DOI:
https://doi.org/10.5944/reop.vol.28.num.3.2017.21617Keywords:
conflict resolution, coexistence, teacher training, teaching skills, programme evaluationAbstract
ABSTRACT
In-service teacher training is a key factor in educational quality. The development of effective programmes starts with the consideration of internal and external determinants during their design. In this sense, designing in-service training processes involves taking into account diverse factors, which foster a favourable acquisition of skills on the part of participants. In this research work, we aim to present a valid programme for the acquisition of skills related to conflict resolution. In order to verify whether we actually achieved our starting goal, we present the results derived from the design, implementation and evaluation of the conflict resolution programme “Conflictos en positivo. C-Talco”. The methodology design used is pre-experimental, with pretest posttest measures without a control group. The three components of the variable conflict are measured: to know, to know how to do and to know how to be. Each one has an instrument adapted to the specific characteristics of each component. The sample is composed of 34 secondary education teachers from the province of Salamanca (18 from public schools and 16 from publicly funded private schools). The statistical analysis of hypothesis testing and repeated measurements support the programme’s effectiveness at similar levels for both groups of teachers. For this reason, we conclude that the programme is effective for the acquisition of the studied skill. To sum up, we present a quality training programme that fosters the acquisition and enhancement of new professional skills focused on the field of conflict resolution for secondary education teachers.
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