Teacher Training and conflict management in Elementary Education: A Systematic Review of the Literature (2020–2025)
DOI:
https://doi.org/10.55040/e9zxrc88Keywords:
school coexistence, school conflict, teacher training, socioemotional, primary schoolAbstract
This systematic literature review analyzes recent research trends on social interaction, conflict, and school climate in elementary education, with an emphasis on teacher training and mediation strategies. Following the PRISMA 2020 guidelines, determining factors were identified across the relational, socio-emotional, and institutional dimensions. The findings reveal a shift toward restorative and preventive approaches that prioritize social-emotional skills, empathy, and assertive communication to foster positive environments. Teacher training is highlighted as a strategic pillar for reframing conflict as a pedagogical opportunity. Additionally, there is growing interest in innovative tools, such as Immersive Virtual Reality, for training in classroom management and collaborative conflict resolution. The review underscores the importance of school administration in fostering institutional cultures focused on mediation and well-being, highlighting the need to strengthen policies, pedagogical leadership, and inclusive teacher support strategies. Finally, it identifies gaps in training programs regarding mediation and emotional education, which justifies the development of contextualized, sustainable, and relevant training proposals for elementary school teachers.
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