School Violence and the Relational Practices of Teacher Educators in Trinidad and Tobago
摘要
In this study, we draw on the theory of practice architectures and use video elicitation to make sense of the reported emotional effects of school violence on the relational practices of teacher educators. Within the Caribbean Community violence has been defined as a public health concern and its manifestation should be interrogated from multiple points given its influence and impact on school safety. The findings of the study point to the ways in which teacher educators (TEs), through their relational practices with in-service and pre-service teachers, can mitigate and reshape the emotional effects of school violence. In so doing TEs can engage in explicit teaching for conflict resolution, problem solving and critical thinking. These actions can support the reduction of violence in the classroom.