NIVEL DE CONFLICTO, IMPLICACIÓN DEL PROFESORADO Y DEFENSA DE LA DIVERSIDAD SEXUAL EN LOS CENTROS DE EDUCACIÓN SECUNDARIA.
Saved in:
| Title: | NIVEL DE CONFLICTO, IMPLICACIÓN DEL PROFESORADO Y DEFENSA DE LA DIVERSIDAD SEXUAL EN LOS CENTROS DE EDUCACIÓN SECUNDARIA. |
|---|---|
| Alternate Title: | Level of conflict, teacher involvement and defense of sexual diversity in secondary school. Niveau de conflit, implication des enseignants et défense de la diversité sexuelle dans les centres d'enseignement secondaire. |
| Authors: | HUERTA, RICARD1 ricard.huerta@uv.es, ALFONSO-BENLLIURE, VICENTE1 vicente.alfonso@uv.es |
| Source: | Bordón: Journal of Education / Revista de Pedagogía. jul-sep2024, Vol. 76 Issue 3, p61-78. 18p. |
| Subject Terms: | *High school teachers, *Secondary school teachers, *Diversity in education, *Secondary schools, Sexual diversity |
| Abstract (English): | INTRODUCTION. The present work raises a topic that has received little attention in research on student and teacher behaviour in secondary schools. The level of conflict related to coexistence and the lack of respect for sexual diversity in schools is analyzed here. The relationship between said conflict and teacher's sensitivity towards LGTBI issues were also considered: the existence of certain prevention and resolution strategies, certain resources to prevent-solve said conflicts, the size of the centers, the type of center, etc. METHOD. The methodology used is mainly quantitative. A total of 124 teachers from 31 compulsory secondary schools participated in the research. They were both public and private centers as well as private and state-subsidised (secular and religious). Teachers responded to questionnaires about their degree of sensitivity to SD as well as to various questions about their workplace (e.g., degree of conflict, strategies and resources...). RESULTS. The results show that in schools with a lower level of conflict, teachers show higher levels of sensitivity towards sexual diversity, especially in matters related to active involvement and overcoming prejudices towards LGTBI people. They also highlight the relevance of preventive strategies such as the control of the explicit messages that transmitted in the center (verbal, visual) or the existence of clear action protocols once the conflict appears. Among the most useful resources, specific tutorials stand out above the rest. DISCUSSION. Finally, these results are discussed as well as the advantages of having a description of how conflict centers work and how to use them as references and guides for the rest. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | INTRODUCCIÓN. El presente trabajo afronta una realidad poco abordada hasta ahora en las investigaciones sobre comportamientos del alumnado y el profesorado en los centros de secundaria. Se analiza aquí el nivel de conflicto relacionado con la convivencia y la falta de respeto a la diversidad sexual en los centros, y se estudia la relación entre dicho conflicto, y la sensibilidad del profesorado hacia cuestiones LGTBI, la existencia de determinadas estrategias de prevención y solución del conflicto, de determinados recursos para prevenir-solucionar estos, el tamaño de los centros, el tipo de centro, etc. MÉTODO. La metodología utilizada es fundamentalmente cuantitativa. Un total de 124 profesores de 31 centros educativos de educación secundaria obligatoria participaron en la investigación. Se trataba de centros tanto públicos como privados y concertados (laicos y religiosos). El profesorado respondió a cuestionarios sobre su grado de sensibilidad a la DS, así como a diversas cuestiones en relación a las características de su centro de trabajo (e. g., grado de conflicto, estrategias y recursos...). RESULTADOS. Los resultados ponen de manifiesto que en los centros con menor nivel de conflicto el profesorado muestra mayores niveles de sensibilidad hacia la diversidad sexual, especialmente en cuestiones relativas a la implicación activa y la superación de prejuicios hacia las personas LGTBI. También destacan la relevancia de estrategias preventivas como el control de los mensajes explícitos que se transmiten en el centro (verbales, visuales) o la existencia de protocolos de acción claros una vez el conflicto aparece. Entre los recursos más útiles, destacan las tutorías específicas por encima del resto. DISCUSIÓN. Finalmente, se discuten estos resultados y las ventajas de contar con una descripción sobre cómo son y cómo funcionan los centros en los que los niveles de conflicto son menores y cómo utilizarlos como referentes y guías para el resto. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | INTRODUCTION. Ce travail aborde une réalité peu abordée jusqu'à présent dans les recherches sur le comportement des élèves et des enseignants dans les centres d'enseignement secondaire. Ici est analysé le niveau de conflit lié à la coexistence et au manque de respect de la diversité sexuelle dans les centres, la relation entre le conflit et la sensibilité des enseignants envers les questions LGBT est étudiée, ainsi que l'existence de certaines stratégies de prévention et de solution des conflits, les ressources pour prévenir et résoudre ces conflits, les dimensions des centres, le type de centre, etc. MÉTHODE. La méthodologie utilisée est fondamentalement quantitative. 124 enseignants de 31 centres d'enseignement secondaire ont participé à l'étude. Il y a des centres publics et privés, laïcs et religieux. Les enseignants ont répondu aux questionnaires sur leur degré de sensibilité à la diversité sexuelle, ainsi qu'à diverses questions liées aux caractéristiques de leur milieu de travail (ex. : degré de conflit, stratégies et ressources...). RÉSULTATS. Les résultats montrent que dans les centres où le niveau de conflit est plus faible, les enseignants montrent des niveaux plus élevés de sensibilité à l'égard de la diversité sexuelle, en particulier dans les questions liées à la participation active et au dépassement des préjugés à l'égard des personnes LGBT. Ils soulignent également la pertinence des stratégies préventives telles que le contrôle des messages explicites transmis dans le centre (verbaux, visuels) ou l'existence de protocoles d'action clairs une fois le conflit apparu. Parmi les ressources les plus utiles, les tutoriels spécifiques se distinguent des autres. DISCUSSION. Ces résultats sont discutés, ainsi que les avantages de disposer d'une description des centres où les niveaux de conflit sont plus faibles et de leur fonctionnement, et comment les utiliser comme références et guides pour le reste. [ABSTRACT FROM AUTHOR] |
| Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia 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 |
| Abstract: | INTRODUCTION. The present work raises a topic that has received little attention in research on student and teacher behaviour in secondary schools. The level of conflict related to coexistence and the lack of respect for sexual diversity in schools is analyzed here. The relationship between said conflict and teacher's sensitivity towards LGTBI issues were also considered: the existence of certain prevention and resolution strategies, certain resources to prevent-solve said conflicts, the size of the centers, the type of center, etc. METHOD. The methodology used is mainly quantitative. A total of 124 teachers from 31 compulsory secondary schools participated in the research. They were both public and private centers as well as private and state-subsidised (secular and religious). Teachers responded to questionnaires about their degree of sensitivity to SD as well as to various questions about their workplace (e.g., degree of conflict, strategies and resources...). RESULTS. The results show that in schools with a lower level of conflict, teachers show higher levels of sensitivity towards sexual diversity, especially in matters related to active involvement and overcoming prejudices towards LGTBI people. They also highlight the relevance of preventive strategies such as the control of the explicit messages that transmitted in the center (verbal, visual) or the existence of clear action protocols once the conflict appears. Among the most useful resources, specific tutorials stand out above the rest. DISCUSSION. Finally, these results are discussed as well as the advantages of having a description of how conflict centers work and how to use them as references and guides for the rest. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 02105934 |
| DOI: | 10.13042/Bordon.2024.100070 |
