Avaliação do treinamento permanente em práticas de restauração

Autores

DOI:

https://doi.org/10.15359/ree.24-2.14

Palavras-chave:

Formação permanente, práticas restaurativas, escolas saudáveis, formação de professores

Resumo

O objetivo desta pesquisa é mostrar o impacto de ações formativas sobre práticas restaurativas num grupo de professores que desconhecem o assunto. O objetivo é coletar e comparar as concepções sobre conflitos e sua abordagem dos sujeitos participantes do treinamento antes que ela ocorra e uma vez terminada. Ao mesmo tempo, pretende-se analisar o papel desempenhado pelas estratégias de formação na mudança de concepções.

Biografia do Autor

María Isabel Pomar, Universidad de las Islas Baleares

Dra. Maria Isabel Pomar is professor at the University of Balearic Islands in the Department of Applied Pedagogical and Educational Psychology. Member of the GREC (Investigation Group about Education and Citizenship). Lines of Research: Teacher Trainning, Innovation and Best Practices in Education, Student Voice, Critical Thinking and Philosophy for Children Project.

Carme Pinya, Universidad de las Islas Baleares

Dra. Carme Pinya Medina is teaching assistant at the University of Balearic Islands in the Department of Applied Pedagogical and Educational Psychology. Membrer of the GREID (Investigation Group about Inclusive Educational and Diversity). Lines of Research: Teacher Trainning, Innovation and Best Practices in Education, Student Voice, Critical Thinking and Philosophy for Children Project.

Referências

Abraham, R., Ramnarayan, K., & Kamath, A. (2008). Validating the effectiveness of Clinically Oriented Physiology Teaching (COPT) in undergraduate physiology curriculum. BMC Medical Education, 8(40), 1-5. https://doi.org/10.1186/1472-6920-8-40

Associació de Justícia i Pràctica Restaurativa. (2016). Associació de Justícia i Pràctica Restaurativa de les Illes Balears. https://sites.google.com/a/practicarestaurativa.org/associacio-de-justicia-i-practica-restaurativa/el-centre

Braithwaite, J. (2002). Restorative justice and responsive regulation. Oxford University Press.

Braithwaite, J. (2006). Doing justice intelligently in civil society. Journal of Social Issues, 62(2), 393-409. https://doi.org/10.1111/j.1540-4560.2006.00456.x

Britto, D. (2006). Justicia restaurativa, otra forma de establecer disciplina. Justicia Restaurativa en Línea.

Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal Applied Psycholofy, 78(1), 98-104. https://doi.org/10.1037/0021-9010.78.1.98

Costello, B., Wachtel, J., & Wachtel, T. (2009). The restorative practices handbook for teachers, disciplinarians and administrators. International Institute for Restorative Practices.

Costello, B., Wachtel, T., & Wachtel, J. (2010). Restorative circles in schools: Building community and enhancing learnig. International Institute for Restorative Practices.

Crowne, D. P., & Marlowe, D. (1964). The approval motive: Studies in evaluative dependence. Wiley.

Degani, A.T., Patel, R. M., Smith, B. E., & Grimsley, E. (2009). The effect of student training on accuracy of completion of death certificates. Medical Education Online, 14(1), 1-5. https://doi.org/10.3402/meo.v14i.4510

Entwistle, N. (1998). Conceptions of learning. Understanding and teaching in higher education. Scre Fellowship Lecture.

Feuillette-Cunningham, I. (1995). Le nouveau formateur. Comment preparer, animer et évaluer une action de formation. Dunod.

Gray, S., & Drewery, W. (2011). Restorative practices meet key competencies: Class meetings as pedagogy. International Journal on School Disaffection, 8(1) 13-21. https://doi.org/10.18546/IJSD.08.1.03

Hall, M., Ramsay, A., & Raven, J. (2004). Changing the learning environment to promote deep learning approaches in first-year accounting students. Journal Accounting Education, 13(4), 489-505. https://doi.org/10.1080/0963928042000306837

Hopkins, B. (2004). Just schools: A whole school approach to restorative justice. Jessica Kingsley.

Hopkins, B. (2011). The restorative classroom. Using restorative approaches to foster effective learning. Optimus Education.

International Institute for Restorative Practices. (2019). Restoring Community. https://www.iirp.edu/

Johnstone, J. W. C., & Rivera, R. J. (1965). Volunteers for learning. A study of the educational pursuits of American adults. Aldine.

Jurado, P. (1996). Requisits de l’aprentatge. UOC.

McCluskey, G, Lloyd, G., Kane, J., Riddell, S., Stead, J., & Weedon, E. (2008). Can restorative practices in schools make a difference? Educational Review, 60(4), 405-417. https://doi.org/10.1080/00131910802393456

McCold, P., & Wachtel, T. (2003). In pursuit of paradigm: A theory of restorative justice. Restorative Practices EForum. https://www.iirp.edu/news/in-pursuit-of-paradigm-a-theory-of-restorative-justice

Mirsky, L. (2011). Restorative practices: Giving everyone a voice to create safer Saner School Communities. The Prevention Researcher, 18(5), 3-6. https://doi.org/10.1037/e542592012-002

Morrison, B. (2006). School bullying and restorative justice: Toward a theoretical understanding of the role of respect, pride, and shame. Journal of Social Issues, 62(2), 371-392. https://doi.org/10.1111/j.1540-4560.2006.00455.x

Morrison, B., Blood, P., & Thorsborne, M. (2005). Practising restorive justice in school communities: Addresdsing the challenge of culture change. Public Organisation Review, 5(4), 335-357. https://doi.org/10.1007/s11115-005-5095-6

Reimer, K. (2011). An exploration of the implementation of restorative justice in an Ontario public school. Canadian Journal of Educational Administration and Policy, 119, 1-42. https://eric.ed.gov/?id=EJ923619

Schmitt, N. (1996). Uses and abuses of coefficient alpha. Psychological Assessment, 8(4), 350-353. https://doi.org/10.1037/1040-3590.8.4.350

Streiner, D. L. (2003). Starting at the beginning: An introduction to coefficient alpha and internal consistency. Journal of Personality Assessment, 80(1), 99-103. https://doi.org/10.1207/S15327752JPA8001_18

Vaandering, D. D. (2013). Student, teacher, and administrator perspectives on harm: Implications for implementing safe and caring school initiatives. Review of Education, Pedagogy, and Cultural Studies, 35(4), 298-318. https://doi.org/10.1080/10714413.2013.825514

Vaandering, D. D. (2014). Implementing restorative justice practice in schools: What pedagogy reveals, Journal of Peace Education, 11(1), 64-80, https://doi.org/10.1080/17400201.2013.794335

Woolfolk, A. E., & MacCuna, L. (1980). Educational psychology for teachers. Prentice-Hall.

Zehr, H. (2005). Changing lenses: A new focus for crime and justice (3rd ed.). Herald Press.

Publicado

2020-04-06

Como Citar

Avaliação do treinamento permanente em práticas de restauração (M. I. Pomar & C. Pinya , Trads.). (2020). Revista Electrónica Educare, 24(2), 1-22. https://doi.org/10.15359/ree.24-2.14

Edição

Seção

Artigos (Seção avaliada por pares)

Como Citar

Avaliação do treinamento permanente em práticas de restauração (M. I. Pomar & C. Pinya , Trads.). (2020). Revista Electrónica Educare, 24(2), 1-22. https://doi.org/10.15359/ree.24-2.14

Comentarios (ver términos de uso)