Session Information
05 ONLINE 35 A, Addressing Disengagement and Risk
Paper/Video Session
MeetingID: 832 0344 4955 Code: 248349
Contribution
We live in an environment of constant change and risk. According to scientific research, significant events have taken place in the education system over the past 2 to 5 years: the forced introduction of digital online education during the pandemic, the increasing complexity of the issue of inter-ethnic relations in schools due to an increase in the number of migrants, etc. (Makovetskaya-Serebryakova, 2019; Kuzina, 2021; Gómez, 2022). For example, studies of the school environment during the pandemic found that there was an increase in the number of juvenile crimes. Part of the reason was the increase in aggressiveness and social unrest among children and adolescents (Liu, 2021; Ghandour et al., 2019). Particular attention can be paid to the problem of increasing negative manifestations in the youth and children environment, the activity of extremist movements such as columbine, school-shooting and AUE (criminalised informal group among teenagers) on the territory of Russia. The tragic event that took place in Kazan, Russia, literally shook the society of one of the safest cities and led to reviewing many school safety issues (Lukashkova, 2021; Babichev, 2021).
Under these conditions, the social responsibility of the school and the teacher personally towards society for the well-being and future of young people increases. For this reason, it is important to develop the teacher's personal readiness to work in risky conditions and make informed decisions in high-risk situations.
At the same time, within the framework of this study, we introduce the concept of risk-tolerant behaviour as a characteristic of the adaptive behaviour pattern of a teacher in risk-bearing, stressful and dangerous situations. Risk-tolerant behaviour is understood as the integration of cognitive, behavioural and emotional characteristics of a teacher's personality in situations of social instability. The model of risk-tolerant behaviour formed by the teacher will allow him/her to accurately assess the current circumstances, evaluate the degree of threats, select the adequate models of conflict resolution or preservation of life and health of his/her students.
The aim of this study is to pilot and test forum theatre technology in the development of teachers' risk-tolerant behaviour.
Our research questions:
- What are the conditions for the application of forum theatre technology in shaping the risk-tolerant behaviour of preservice teachers?
- What are the components of risk-tolerant behaviour in teachers?
The theoretical basis of our research consists of two strands. On the one hand, these are the studies of risk in education. The scientific community considers the teaching profession to be one of the special professions that require teachers to be ready to act under conditions of risk. It is noteworthy that a group of researchers led by Ian Kennedy identified as one of the most important characteristics (requirements) of teachers their readiness to take risks (Kennedy, Latham & Jacinto, 2016). This premise is supported by the reports of The Health and Safety Executive (UK) as well as domestic safety researchers Devisilov (2011), Prichinin (2014) and Sabinina (2011), et al.
The next direction is research into the application of simulation technologies in teacher training. The issues of using simulation technologies in vocational training are reflected in the works of both foreign - Middlewick, Kettle, Wilson (2012), and national researchers - Panfilova (2006), Kurkovsky, Mundy (2008).
Method
The study sample consisted of preservice teachers of the Institute of Psychology and Education of Kazan Federal University. Fifty-nine students took part in the experiment. Diagnostics and work in the forum theatre format were carried out from the 1st year of studies (59 students), in the 5th year, there were 54 students in the experiment due to expulsion. The ethnic composition of the group was diverse (Tatars, Russians, Armenians, Uzbeks, Azerbaijanis). The experimental group included 30 students. For for diagnostics, we used the Methodology for determining the ‘Personality Orientation in Communication’, Thomas’ Test. Thomas’ test - types of conflict-handling behaviour (adapted by Grishina). This technique allows for the identification of types of conflict-handling behaviour. Thomas proceeded from the fact that people should not avoid conflicts or resolve them at all costs, but should be able to manage them competently. In his questionnaire for identifying typical behaviour, Thomas describes each of the five possible variants listed in his 12 judgements of an individual's behaviour in a conflict situation. Technique “Personality orientation in communication". The technique is designed to study a person's orientation in communication. According to the technique, it is possible to distinguish dialogic, authoritarian, manipulative, conformal, alterocentric, indifferent orientations of the person in a situation of communication. The technique includes statements with options of behaviour in various communication situations. These options make it possible to identify goals, means, desirable and acceptable ways of behaviour for the individual. At the formative stage, the forum theatre technology was applied. Forum theatre is a technology in vocational training. As Freshwater and Stickley (2004) point out, vocational training requires the development of students' "emotional competence" which in turn will give them the confidence to communicate in a variety of situations. Research by Yvonne Middlewick, Trevor J. Kettle, James J. Wilson in the field of healthcare professional training confirms that the use of an experiential theatre technique, forum theatre, allows students to explore and practice different interaction trajectories in unpredictable situations. In teacher training, this technology is implemented according to the "understand-accept-love" principle. Within the framework of the forum theatre technology, students study the algorithm of theatre performances, where various situations including conflicts, atypical danger (seizure of a school), and bullying are played out. The ultimate goal is to identify stereotypes and combat them. In the training of forum theatre participants, methods are used to develop skills in profiling, self-regulation and handling conflict situations.
Expected Outcomes
We will present the results of the study on the two research questions. 1. The forum theatre technology was selected as the basis for the experiment. In the process of work, we had to modify the stages of application of forum theatre and psychological support. Our recommendations for application concern specifically the monitoring algorithm and the 'theatricalisation' of real cases from school life. We also changed the training system for actor-trainers of the forum-theatre: we introduced the concept of immersion in the role and anchoring in the "present self", etc. 2. The applied diagnostic methods allowed us to reveal that certain behavioural patterns predominate in preservice teachers, who successfully solve cases of conflict and dangerous situations in education. Thomas’ Test results. Students in the control group try to avoid rivalry tactics (10.3%), resolving conflict with other tactics: cooperation (21.7%), compromise (25.7%), avoidance (21.1%), accommodation (21.2%). On the contrary, the participants of the experimental group, demonstrate the acceptance of all tactics. At the same time, they confidently use rivalry tactics. The results according to the Methodology "Personality orientation in communication" clearly show the tendencies of increase in the manipulative orientation of the students of the experimental group (26% of the control group vs. 36.8% of the experimental group) and decrease in the conformal one (20.9% of the control group vs. 16.4% experimental group) and alterocentric orientations of students (24.9% of the control group vs. 21.8% of the experimental group). These results indicate that the experimental group, having completed training within the framework of forum theatre technology became more interested in managing processes in the education system, in communication situations they choose a leadership position, on the other hand, this is how they declare their readiness to take on responsibility for the results of the situation.
References
Babichev, A. Yu. (2021). Designing activities aimed at raising students' awareness of school shooting. Interdisciplinary research of the present. P. 61-65 Devisilov, V. А. (2011). Noxological aspects of education humanization. Higher education in Russia, 1, 129-132. Freshwater, D., & Stickley, T. (2004). The heart of the art: emotional intelligence in nurse education. Nursing Inquiry, 11(2), 91-98. Ghandour, R. M., Sherman, L. J., Vladutiu, C. J., Ali, M. M., Lynch, S. E., Bitsko, R. H., & Blumberg, S. J. (2019). Prevalence and treatment of depression, anxiety, and conduct problems in US children. The Journal of pediatrics, 206, 256-267. Gómez G.M., Andrés Uzín P. G.J. (2022) Effects of COVID-19 on Education and Schools’ Reopening in Latin America. In: Papyrakis E. (eds) COVID-19 and International Development. Springer, Cham. https://doi.org/10.1007/978-3-030-82339-9_9 Kennedy, I. G., Latham, G., Jacinto, H. (2016). Education Skills for 21st Century Teachers. Voices From a Global Online Educators’ Forum. 1st ed. SpringerBriefs in Education, 114 p. DOI 10.1007/978-3-319-22608-8_1 Kurkovskiy, A. P., & Mandi T. G. (2008). Simulation approach towards the sustainable development of an innovative university. Educational Technology & Society, 11(1), 434- 448. Kuzina, N. V. (2021). Psyche and information security in a pandemic: Implications for the individual and the state. Galactica Media: Journal of Media Studies, (1). Liu, Q., Zhou, Y., Xie, X., Xue, Q., Zhu, K., Wan, Z., ... & Song, R. (2021). The prevalence of behavioral problems among school-aged children in home quarantine during the COVID-19 pandemic in china. Journal of affective disorders, 279, 412-416. Lukashkova, I.L., & Yashchenko, A. A. (2021). The phenomenon of schoolshooting: causes and prevention. Uchenye zapiski Kazanskogo juridicheskogo institut MIA Rossii, 6(2 (12)), 337-341. Makovetskaya-Serebryakova, E. V., & Delibalt, V. V. (2019). Deviant behaviour of adolescents in the information environment. Prevention of deviant behaviour among children and young people: regional models and technologies. Pp. 306-309. Middlewick, Y., Kettle, T. J., & Wilson, J. J. (2012). Curtains up! Using forum theatre to rehearse the art of communication in healthcare education. Nurse education in practice, 12(3), 139-142. Panfilova, A. P. (2006). Game-based modeling of the teacher’s work: study guide for university students. Moscow: Academia, 386 p. Prichinin, A. E. (2014) Organizational-methodological conditions for effective risk management in the context of an educational project. Bulletin of Udmurt University, (1), 78-84 Sabinina, N. N. (2011). Risks in innovative activity of the teacher and their preventive maintenance. World of Science, Culture, Education, 6(1), 85-89.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.