Posición en la que se sitúa el docente de escuela acerca de la violencia escolar
This study seeks to understand the teacher’s position regarding school violence, based on the theory of social representation. The research took place in Panama City and nearby provinces. The main objective was to find out how teachers interpret the situation and how he or she constructs a definitio...
| Autores Principales: | Goicoechea Yzaguirre, Lourdes, Ureña, Sergio, Vallejos de Crespo, Mirna |
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| Formato: | Artículo |
| Idioma: | Español |
| Publicado: |
REDES
2022
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| Acceso en línea: |
https://revistas.udelas.ac.pa/index.php/redes/article/view/174 https://revistas.udelas.ac.pa/index.php/redes/article/view/174 http://repositorio2.udelas.ac.pa/handle/123456789/975 https://doi.org/10.57819/0C63-4306 |
| Sumario: |
This study seeks to understand the teacher’s position regarding school violence, based on the theory of social representation. The research took place in Panama City and nearby provinces. The main objective was to find out how teachers interpret the situation and how he or she constructs a definition of reality, based on this interpretation, in order to determine what position to take regarding school violence. The instrument used was a deliberate questionnaire comprised of 12 items validated by two experts who allowed the analysis of the meaning that each teacher gives to the context. It also explores how each person’s belief system defines situation. The answers obtained shed light on the interpretation system and how these stir the teachers to action. The Chi square statistical techniques were used to analyze the results and concepts about social representation were used as the theoretical framework. The results obtained have allowed us to respond to the objective, they show that sex does not influence the decision of teachers, concluding that on average and regardless of their sex, they recognize that from their role as teachers they must actively intervene in situations of school violence. |
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