dc.contributor.author |
Álvarez Valdivia, Ibis Marlene |
dc.contributor.author |
González Parera, Montserrat |
dc.contributor.author |
Manero, Borja |
dc.date |
2022 |
dc.date.accessioned |
2022-10-31T21:12:25Z |
dc.date.available |
2022-10-31T21:12:25Z |
dc.date.issued |
2022-10-31 |
dc.identifier |
https://ddd.uab.cat/record/258133 |
dc.identifier |
urn:10.3389/fpsyg.2022.818431 |
dc.identifier |
urn:oai:ddd.uab.cat:258133 |
dc.identifier |
urn:pmcid:PMC8967289 |
dc.identifier |
urn:pmc-uid:8967289 |
dc.identifier |
urn:pmid:35369238 |
dc.identifier |
urn:oai:pubmedcentral.nih.gov:8967289 |
dc.identifier.uri |
http://hdl.handle.net/2072/527474 |
dc.format |
application/pdf |
dc.language |
eng |
dc.publisher |
|
dc.relation |
Ministerio de Ciencia, Innovación y Universidades RTI2018-096401-A-I00 |
dc.relation |
Frontiers in psychology ; Vol. 13 (march 2022) |
dc.rights |
open access |
dc.rights |
Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original. |
dc.rights |
https://creativecommons.org/licenses/by/4.0/ |
dc.subject |
Classroom climate |
dc.subject |
Emotion |
dc.subject |
Secondary school |
dc.subject |
Conflict resolution |
dc.subject |
Teacher training |
dc.subject |
Virtual reality |
dc.title |
The Role of Emotions in Classroom Conflict Management. Case Studies Geared Towards Improving Teacher Training |
dc.type |
Article |
dc.description.abstract |
The purpose of this paper is twofold: firstly, to explore the emotional aspects underlying classroom conflict management, and secondly, to apply these notions to the contrasted analysis of two case studies. Our findings underscore the importance of examining teachers' emotional regulation to better understand their performance when dealing with conflicts that affect classroom climate. In the final section, we make suggestions for introducing this perspective into initial teacher training through the use of Virtual Reality, a scenario that would allow pre-service teachers to experiment, record and reflect on affective and attitudinal issues that are decisive for effective classroom conflict management. |