Professional Development in Restorative Approaches for Inclusive Schools: Teachers' Perspectives

• In Event: Approaches to Student and Teacher Classroom Interactions

Abstract

Restorative practices offer a proactive and relationship-focused approach of preventing and managing conflicts in contrast to traditional behaviourist approaches that single out the student and their problem behaviour. Here, we pilot a professional development training for teachers to increase their competence in managing conflicts in their inclusive classrooms, where students with social and emotional difficulties are frequently involved in conflict situations. Using qualitative research methods involving interviews with teachers, we demonstrate the feasibility of our professional development and the necessity for training to address the challenges arising at both the individual teacher and individual school level.

Authors

• Bettina Amrhein, University of Bielefeld

• Benjamin Badstieber, University of Bielefeld

• Constanze Weber, University of Bielefeld

• Nicole Borsutzky, University of Bielefeld

• Leen Veerenooghe, Universität Bielefeld