Framing Conflict Mediation in the Context of Teacher Training: A Scoping Review of the Literature Between 2000 and 2020

• Margarida Alves ^[1] ; Elisabete Pinto da Costa ^[2]
  1. [1] Instituto Politécnico de Viana do Castelo

     Instituto Politécnico de Viana do Castelo

     Viana do Castelo (Monserrate), Portugal

     
  2. [2] Universidade Lusófona do Porto

     Universidade Lusófona do Porto

     Santo Ildefonso, Portugal

     
• Localización: New Trends in Qualitative Research, ISSN-e 2184-7770, Vol. 6, 2021 (Ejemplar dedicado a: Qualitative Research: Practices and Challenges)
• Idioma: inglés
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• Resumen

  • Abstract: A scoping review from 2000 to 2020, in a qualitative approach, were analyzed in order to provide a synthesis of the empirical issues concerning conflict mediation in schools in the context of teacher education, and to investigate the extent to which empirical research has provided evidence on key elements that are crucial to develop conflict mediation skills among teachers. A scoping review, on Scopus and B-on online databases, was made using nine inclusive criteria. The results showed that the number of publications is stable throughout the years. Seven journals published studies about this subject. Two continents are represented in the reviewed studies. They were mostly on-site and qualitative research and focus the mediation as a method of conflict resolution, and as a tool to introduce initial learning-to-teach experiences. There are a few empirical studies in which conflict mediation and its impact on teacher education is sufficiently explored. A thematic overview of reported outcomes suggested that although mediation is perceived as positive and encourages emotional, cognitive, and moral learning, stimulating pre-service teachers’ reflective thinking, teachers identify a deficiency when it comes to their training.