La formación del profesorado para la mejora de la convivencia escolar según la percepción de expertos ?

Abstract

Today, school life is a question that involves some concern to the scientific and educational community about the need for value-based education and prevention education coexistence of antisocial behavior, in short, the need for social education in the educational institutions (Ortega and King, 2001), which has led to the proliferation of multiple programs coexistence as (SAVE), (andavë), Living together is to live, etc.. The initial aims of these initiatives were to respond to peer violence, evolving to draw lines of action aimed at promoting relations between members of the community, socio-emotional skills and teacher training in coexistence (Uruñuela 2012). Usually these initiatives are associated with training programs, but its shortcomings have been demonstrated by the (National Employment, 2003), who show that (81.7%) of teachers admit to not having received conflict management training school. However, the (20.8%) claim to have received, to be unsatisfactory (Jares, 2006), considering necessary form in dialogue with the victims (68.6%) and offenders (65.7%), working with parents ( 55% and 61.9%) and reflection with students on the subject (59.9%) (Caurcel, 2005). This contribution is intended to inform the experts' perception on training needs of teachers in school life. For this, we create a panel of experts, which process consists of five phases: define objectives, design, selection of experts, development and analysis panel. The data collection instrument has 7 open questions sent to a total of 30 experts, obtaining a 40%. The results included to highlight the (75%) of experts who consider necessary to base teacher training in cognitive skills, specifically in knowing the causes of conflict, (91.66%) estimate the behavioral competencies focused on teaching management and intervention, while (66.66%) considered essential relational attitudes. It attaches great importance to the educational measures of center (91.66%) as well as intervention strategies that should be the teachers (91.66%). High degree of significance accorded to the transformation of negative perception of teachers in primary school (41.66%) related to disruptive behavior and family involvement, and secondary (25%) teaching practice, and reinforce aspects primary and positive values and school climate (50%), and secondary, teaching practice (33.33%). Regarding the type of conflict, we present in the following graph the resulting classification of the responses, highlighting bullying and physical violence. The causes are mainly focused on school factors (91.66%) and relatives (66.66%) and one result highlights the deterioration instructive