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Conflict resolution educational
program through collaborative
learning for school teachers
ITO, Takehiko (Wako University)...
[Background]
• We organized a conflict
transformation program
with animation movies
• as a part of remedial
course
• for e...
[Aim]
• The aim of the present study was to introduce and
evaluate the program session by analyzing 47
participants’ visua...
[Methods]
• The program consisted of four parts:
• (1) lecture on concepts of violence and peace
proposed by Johan Galtung...
Presentation in the group work
5
Diagrams by group work
6
Communication
with a pupil who
had problem behavior
Relation between
boy and girl students
In a c...
[Results]
• A text mining analysis was conducted to each
of the questions on troubles, conflicts, the
group work evaluatio...
8
Student
Being
Children
Many
Pupil
Self
Class
Classroom
Teachers
Say
Schooling
Coping
Time
Schoolteacher
Work
School
Thin...
9
Student
Child
Self
Class
Lesson
Pupil
Being
Trouble
Instruction
Class time
Recess time
Teachers
Think
Time
Place
Many
Sa...
10
Problem
Think
Conflict
Students
Good
Feel
Teacher
Important
Class
School
Think
Violence
Various
Say
Understand
Trouble
...
11
Q4 Utilization
strategies
Think
Conflict
Violence
Peace
Self
Feel
Triangle
Resolution
Learn
Children
Think
Problem
Teac...
Q5 Demand for further workshop
12
Think
Good
Time
Lecture
Group work
Want to know
Talk
Peace
Learning
Violence
Problem
Con...
[Conclusions]
• The overall responses indicate the program we
provided is educationally effective and efficient.
• The res...
[Action/Impact]
• Learning conflict resolution is important for
Japanese teachers to be able to solve
problems and cope wi...
[References]
• Galtung, J.(1996)Peace by peaceful means:
Peace and conflict, development and Civilization,
Thousand Oaks, ...
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G283 Ito, T., Sugita, A., Inoue, T., & Takabe, Y. (2018, June). Conflict resolution educational program through collaborative learning for school teachers. Poster session presented at the 29th Congress of Applied Psychology (ICAP2018), Montreal

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Abstract:
[Background/rational] We organized a conflict transformation program with animation movies as a part of remedial course for elementary and secondary teachers to update their license. The aim of the present study was to introduce and evaluate the program session by analyzing 47 participants’ visual works and their answers to open-end questions. [Methods] The program consisted of four parts: (1) lecture on concepts of violence and peace proposed by Johan Galtung, (2) lecture and discussion on conflict by using two animation stories, (3) analysis of conflict cases provided by participants, and (4) collaborative group work by collectively constructing diagram of certain conflict case. [Results] A text mining analysis was conducted to each of the questions on troubles, conflicts, the group work evaluation, usefulness of the program, and demand for a better program. It revealed that the teachers had troubles/conflicts mostly about human relationships such as with “pupils”, “children”, “teachers” and “parents.”[Conclusions] The overall responses indicate the program we provided is educationally effective and efficient. The results also suggest that Japanese teachers have troubles/conflicts in the context of human relationships. The results also suggest that female teachers use more concrete and experiential expressions than male teachers. [Action/Impact] Learning conflict resolution is important for Japanese teachers to be able to solve problems and cope with school conflicts effectively. The sequence employed in the study, which consists of lecture, discussion, case analysis, and group work, provides a good example of effective and efficient programs of conflict resolution learning. .

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G283 Ito, T., Sugita, A., Inoue, T., & Takabe, Y. (2018, June). Conflict resolution educational program through collaborative learning for school teachers. Poster session presented at the 29th Congress of Applied Psychology (ICAP2018), Montreal

  1. 1. Conflict resolution educational program through collaborative learning for school teachers ITO, Takehiko (Wako University) SUGITA, Akihiro (Daito Bunka University) INOUE, Takayo (Meiji Gakuin University) TAKABE Yuko (Yokohama National University) 1
  2. 2. [Background] • We organized a conflict transformation program with animation movies • as a part of remedial course • for elementary and secondary teachers • to update their license. 2
  3. 3. [Aim] • The aim of the present study was to introduce and evaluate the program session by analyzing 47 participants’ visual works and their answers to open- end questions. • Female 25 Male 22 • Elementary 18 Junior high 14 Senior high 14 3
  4. 4. [Methods] • The program consisted of four parts: • (1) lecture on concepts of violence and peace proposed by Johan Galtung, • (2) lecture and discussion on conflict by using two animation stories, • (3) analysis of conflict cases provided by participants, and • (4) collaborative group work by collectively constructing diagram of certain conflict case. 4
  5. 5. Presentation in the group work 5
  6. 6. Diagrams by group work 6 Communication with a pupil who had problem behavior Relation between boy and girl students In a classroom Volent incidence In a soccer club
  7. 7. [Results] • A text mining analysis was conducted to each of the questions on troubles, conflicts, the group work evaluation, usefulness of the program, and demand for a better program. • It revealed that the teachers had troubles/conflicts mostly about human relationships such as with “pupils”, “children”, “teachers” and “parents.” 7
  8. 8. 8 Student Being Children Many Pupil Self Class Classroom Teachers Say Schooling Coping Time Schoolteacher Work School Think Parents Trouble Among teachers Homeroom teacher Friends Q1 Troubles (Left: female, Right: male)
  9. 9. 9 Student Child Self Class Lesson Pupil Being Trouble Instruction Class time Recess time Teachers Think Time Place Many Say Emerge Task Words Behavior Make Violence Responsible person Good Q2 Conflicts (Left: female, Right: male)
  10. 10. 10 Problem Think Conflict Students Good Feel Teacher Important Class School Think Violence Various Say Understand Trouble Resolution Case Schoolteachers Necessary Peace School category Girl student Instructor Triangle Method Talk Communicate Q3 group work (Left: female, Right: male)
  11. 11. 11 Q4 Utilization strategies Think Conflict Violence Peace Self Feel Triangle Resolution Learn Children Think Problem Teacher Case Good Say Pupil Important Viewpoint Arrangement Conflict Brain Class Trouble Message Opinion Education activity Peaceful Various (Left: female, Right: male)
  12. 12. Q5 Demand for further workshop 12 Think Good Time Lecture Group work Want to know Talk Peace Learning Violence Problem Conflict Peer mediator Learn Figure think] Teachers Important Content (Left: female, Right: male)
  13. 13. [Conclusions] • The overall responses indicate the program we provided is educationally effective and efficient. • The results suggest that Japanese teachers have troubles/conflicts in the context of human relationships in different situations at school. • The results also suggest that female teachers use more concrete and experiential expressions than male teachers. 13
  14. 14. [Action/Impact] • Learning conflict resolution is important for Japanese teachers to be able to solve problems and cope with school conflicts effectively. • The sequence employed in the study, which consists of lecture, discussion, case analysis, and group work, provides a good example of effective and efficient programs of conflict resolution learning. 14
  15. 15. [References] • Galtung, J.(1996)Peace by peaceful means: Peace and conflict, development and Civilization, Thousand Oaks, CA: Sage. • 平和教育アニメーションプロジェクト(編) (2012) 『みんながHappyになる方法』 平和文化 • 杉田明宏・いとうたけひこ・井上孝代・高部優子 (2017). アクティブラーニングによる平和教育 教 員免許状更新講習における協同学習的グルー プワークの実践と効果, トランセンド研究, 15(1), 12-27. 15

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