Education for peace in a peace-friendly context: testing a virtual learning tool to improve teachers' competencies for conflict transformation in Colombia.
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| Title: | Education for peace in a peace-friendly context: testing a virtual learning tool to improve teachers' competencies for conflict transformation in Colombia. |
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| Authors: | Ramírez, Luisa1 (AUTHOR) luisa.ramirez@urosario.edu.co, Vera-Márquez, Angela Victoria1 (AUTHOR), Palacios-Espinosa, Ximena1 (AUTHOR), Urbano Mejía, Cristian Yesid1 (AUTHOR), Rojas-Gaitán, Laura1 (AUTHOR) |
| Source: | Journal of Peace Education. Dec2024, Vol. 21 Issue 3, p357-381. 25p. |
| Subject Terms: | *Courseware, *Interactive learning, *Conflict management, *Listening skills, Conflict transformation, Management styles |
| Abstract: | Colombian society has been exposed to decades of sociopolitical violence with apparent effects on its social infrastructure that may inadvertently lead to more structural, cultural, and interpersonal forms of violence. Peacebuilding efforts are required, and education for peace plays a key role. This requires building conflict sensitivity within the school system and improving teachers' competence-based knowledge in several domains. To achieve this aim, we developed and tested the 'Eco-GesTE Virtual Learning Environment.' Nine teachers (male and female) from a public school in Ibagué (an intermediate city in Colombia) completed 10 Interactive Virtual Learning Scenarios (IVLS) to improve emotional, social reasoning, integrative, and conflict transformation competencies over three months. They completed two conflict management style measures, before and after the intervention, besides a qualitative survey after the intervention. Non-parametric, paired samples Wilcoxon tests suggest marginally significant individual changes whereby teachers reported using fewer conflict-avoidant styles after completing the intervention. Qualitatively, participants also reported learning emotion regulation and listening skills, as well as feeling better equipped to handle situations with domain congruency. They also reported using more perspective-taking during conflicts. Findings suggest potential for competence-based knowledge online interventions to strengthen conflict transformation competencies among teachers and contribute to violence-free educational environments. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Peace Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 181054358 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Education for peace in a peace-friendly context: testing a virtual learning tool to improve teachers' competencies for conflict transformation in Colombia. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ramírez%2C+Luisa%22">Ramírez, Luisa</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> luisa.ramirez@urosario.edu.co</i><br /><searchLink fieldCode="AR" term="%22Vera-Márquez%2C+Angela+Victoria%22">Vera-Márquez, Angela Victoria</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Palacios-Espinosa%2C+Ximena%22">Palacios-Espinosa, Ximena</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Urbano+Mejía%2C+Cristian+Yesid%22">Urbano Mejía, Cristian Yesid</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rojas-Gaitán%2C+Laura%22">Rojas-Gaitán, Laura</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Peace+Education%22">Journal of Peace Education</searchLink>. Dec2024, Vol. 21 Issue 3, p357-381. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Courseware%22">Courseware</searchLink><br />*<searchLink fieldCode="DE" term="%22Interactive+learning%22">Interactive learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Conflict+management%22">Conflict management</searchLink><br />*<searchLink fieldCode="DE" term="%22Listening+skills%22">Listening skills</searchLink><br /><searchLink fieldCode="DE" term="%22Conflict+transformation%22">Conflict transformation</searchLink><br /><searchLink fieldCode="DE" term="%22Management+styles%22">Management styles</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Colombian society has been exposed to decades of sociopolitical violence with apparent effects on its social infrastructure that may inadvertently lead to more structural, cultural, and interpersonal forms of violence. Peacebuilding efforts are required, and education for peace plays a key role. This requires building conflict sensitivity within the school system and improving teachers' competence-based knowledge in several domains. To achieve this aim, we developed and tested the 'Eco-GesTE Virtual Learning Environment.' Nine teachers (male and female) from a public school in Ibagué (an intermediate city in Colombia) completed 10 Interactive Virtual Learning Scenarios (IVLS) to improve emotional, social reasoning, integrative, and conflict transformation competencies over three months. They completed two conflict management style measures, before and after the intervention, besides a qualitative survey after the intervention. Non-parametric, paired samples Wilcoxon tests suggest marginally significant individual changes whereby teachers reported using fewer conflict-avoidant styles after completing the intervention. Qualitatively, participants also reported learning emotion regulation and listening skills, as well as feeling better equipped to handle situations with domain congruency. They also reported using more perspective-taking during conflicts. Findings suggest potential for competence-based knowledge online interventions to strengthen conflict transformation competencies among teachers and contribute to violence-free educational environments. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Peace Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/17400201.2024.2373732 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 357 Subjects: – SubjectFull: Courseware Type: general – SubjectFull: Interactive learning Type: general – SubjectFull: Conflict management Type: general – SubjectFull: Listening skills Type: general – SubjectFull: Conflict transformation Type: general – SubjectFull: Management styles Type: general Titles: – TitleFull: Education for peace in a peace-friendly context: testing a virtual learning tool to improve teachers' competencies for conflict transformation in Colombia. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ramírez, Luisa – PersonEntity: Name: NameFull: Vera-Márquez, Angela Victoria – PersonEntity: Name: NameFull: Palacios-Espinosa, Ximena – PersonEntity: Name: NameFull: Urbano Mejía, Cristian Yesid – PersonEntity: Name: NameFull: Rojas-Gaitán, Laura IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 17400201 Numbering: – Type: volume Value: 21 – Type: issue Value: 3 Titles: – TitleFull: Journal of Peace Education Type: main |
| ResultId | 1 |
