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The role of teachers in peer conflict: implications for teacher reflections.

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Title: The role of teachers in peer conflict: implications for teacher reflections.
Authors: Blunk, Elizabeth M.1 (AUTHOR) eb03@txstate.edu, Russell, Elizabeth Morgan1 (AUTHOR), Armga, Carol J.2 (AUTHOR)
Source: Teacher Development. Nov2017, Vol. 21 Issue 5, p597-608. 12p.
Subject Terms: *Elementary school teachers, *Peer relations, *Teacher training, *Adults, *Professional education, Conflict (Psychology) in children, Socialization, Social skills in children
Abstract: The purpose of this qualitative study was to explore early childhood teachers’ interventions during peer conflict. Fifteen ethnically diverse teachers in central Texas were asked to reflect on videotaped peer conflict situations. Using thematic analysis, five strategy themes were identified: prevent aggression, consider timing, stop conflict, promote social competence, and use conflict resolution. A majority of teachers indicated a goal to enhance social competence; however, many disagreements resulted in teachers preemptively stopping conflict without discussion of alternatives. We emphasize the benefits of teacher training, including reflections, as a tool in discovering conflict resolution strategies that promote socialization. [ABSTRACT FROM PUBLISHER]
Copyright of Teacher Development 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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PubType: Academic Journal
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  Data: The role of teachers in peer conflict: implications for teacher reflections.
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  Data: <searchLink fieldCode="AR" term="%22Blunk%2C+Elizabeth+M%2E%22">Blunk, Elizabeth M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> eb03@txstate.edu</i><br /><searchLink fieldCode="AR" term="%22Russell%2C+Elizabeth+Morgan%22">Russell, Elizabeth Morgan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Armga%2C+Carol+J%2E%22">Armga, Carol J.</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Teacher+Development%22">Teacher Development</searchLink>. Nov2017, Vol. 21 Issue 5, p597-608. 12p.
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  Data: *<searchLink fieldCode="DE" term="%22Elementary+school+teachers%22">Elementary school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Peer+relations%22">Peer relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Adults%22">Adults</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br /><searchLink fieldCode="DE" term="%22Conflict+%28Psychology%29+in+children%22">Conflict (Psychology) in children</searchLink><br /><searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills+in+children%22">Social skills in children</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of this qualitative study was to explore early childhood teachers’ interventions during peer conflict. Fifteen ethnically diverse teachers in central Texas were asked to reflect on videotaped peer conflict situations. Using thematic analysis, five strategy themes were identified: prevent aggression, consider timing, stop conflict, promote social competence, and use conflict resolution. A majority of teachers indicated a goal to enhance social competence; however, many disagreements resulted in teachers preemptively stopping conflict without discussion of alternatives. We emphasize the benefits of teacher training, including reflections, as a tool in discovering conflict resolution strategies that promote socialization. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Teacher Development 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=125185437
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/13664530.2016.1273847
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      – Code: eng
        Text: English
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      – SubjectFull: Elementary school teachers
        Type: general
      – SubjectFull: Peer relations
        Type: general
      – SubjectFull: Teacher training
        Type: general
      – SubjectFull: Adults
        Type: general
      – SubjectFull: Professional education
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      – SubjectFull: Conflict (Psychology) in children
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      – SubjectFull: Socialization
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      – SubjectFull: Social skills in children
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              Text: Nov2017
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