This essay School Violence and Violence in School: A proposal for a Teacher Train has a total of 9871 words and 96 pages.
School Violence and Violence in School: A proposal for a Teacher Train
School Violence and Violence in School: A proposal for a Teacher Training Curriculum
School Violence and Violence in School: A proposal for a
Teacher Training Curriculum
Departamento de Educação, Universidade de Aveiro, Aveiro, 3810-193, Portugal
Abstract In the first part of this study we examine the school violence question, be it the violence that happens at school,
consequence of external pressures (cultural, social, familiar) or the violence that happens from the organizational structures
of that same school (institutional violence), and is then reflected in all those that are involved in the school. Nevertheless,
since the frequency of school violence does not tend to disappear in our future, it is imperative that teachers-in-training are
prepared in advance to deal with various levels of violence; in order to achieve this goal, a specific subject was created -
Violence in school: educating to intervene, intervening so as to prevent for teachers-in-training of Infant and Primary School.
This article describes in its second part the creation of a curriculum for preventing school violence developed by some
teachers of the University of Aveiro’s Educational Department (Portugal) in the European Project NOVAS RES ambit. We
believe that this curriculum can also inspire some other institutions to provide teachers-in-training with the necessary tools to
deal with violence in their professional future.
Keywords Violence,School, Intervention/Prevention School Violence, Curriculum, Student Teachers
As happens in all society, violence, in all its manifesta-
tions, is also present in school. Teachers suffer aggres-
sions from their pupils; these in turn suffer aggressions from
their schoolmates, and not often from teachers as well.
School members are exposed both to aggressions, although
in different forms, and to coercions from the school institu-
tion. It’s not easy to become a teacher these days,,.
Recently, significant research has been focused on iden-
tifying emerging challenges, recent policy innovation, prac-
tices, and areas for action with an emphasis on the various
forms of violence that children experience in schools such as
bullying, cyberbullying, aggression and indiscip-
line, in the educational system related with age,
gender,,, culture, ethnicity and social class. On the
other hand, a review of literature on this subject point out as
important areas to carry out further research on international
and cross-country comparative research as a way to facilitate
policy creation surrounding school violence in specific
countries, as in Israel. This kind of research, can also give
a substantial contribute to theories of school violence; to
change the scopus from individual characteristics of victims
and bullies to an understanding of how contexts, both within
and outside school, impact on school violence
* Corresponding author:
[email protected] (Ana Pedro)
Published online at http://journal.sapub.org/edu
Copyright © 2012 Scientific & Academic Publishing. All Rights Reserved
,,,; to develop a deeper theoretical under-
standing of factors such as minority status, ethnic and cul-
tural affiliation which are correlated within a given society
with poverty, education, deprivation and oppression.
On the other hand, the foundation of the International
Observatory on Violence in Schools enables to share out-
comes of relevant research, to benefit from international
scientific comparison on violence in schools.
The prevention and intervention actions for this kind of
violent behaviour required initiatives to reduce violence in
schools which aimed at improving preventative factors
such as promoting a good school climate (e.g. Iceland; the
Netherlands and Norway); security approaches (e.g. Safe
Schools Programme in Portugal); encouraging a sense of
student responsibility (e.g. Austria and the Netherlands);
organising specific teacher training to deal with violence (e.g.
Ireland and Spain).
Alongside these activities, schools worldwide felt the urge
to develop specific anti-violent programmes (e.g. RESOLVE
Project Alberta; Capturing Kids’ Hearts & Teen Leadership;
School Violence Prevention Demonstrating Program; Ef-
fectiveness of Programs to Prevent School Bullying (Swe-
den); as well as guides (UNESCO), manuals (Doorways III:
Teacher Training Manual, On School-Related Gender-Based
Violence) and specific handbooks for teachers (Council of
Europe, Violence Reduction in Schools –how to make a
difference, A Handbook).
Commonly, the focus on this subject is concentrated on
the students’ level as well as teachers’, but it hardly refers to
the type of violence that is produced in that same
Ana Pedro: School Violence and Violence in School: A proposal for a Teacher Training Curriculum 74
However, the violence that the school and the teachers can
exert on students can produce in these
Topics Related to School Violence and Violence in School: A proposal for a Teacher Train
Crime, Violence, Abuse, Human behavior, Persecution, School violence, School bullying, Domestic violence, Media violence research, Video game controversies, Bullying, School, Violence, School, InterventionPrevention School Violence, Curriculum, Student Teachers
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