Dialogue With Educators to Assess the Impact of Dialogic Teacher Training for a Zero-Violence Climate in a Nursery School

Abstract

Research has revealed the importance of preventing violence from early childhood. Some quantitative analyses have studied the persistence of being an aggressor throughout the different educational stages and its relationship with criminal behavior in youth and adulthood. However, there is a need for qualitative methodologies that deepen the impact of preventive actions from early childhood. Dialogic teacher training (DTT) is based on reading and discussing scientific evidences based on egalitarian dialogue, and it helps educators implement only successful actions in schools. The dialogues and reflections with two experienced educators in an urban nursery that implements DTT are presented, through which the impact of this action on their practice is evaluated. As a result, it is identified that educators have modified their practices in relation to the situations of aggression that occurred in their nursery, achieving a zero-violence climate perceived by educators, families, and researchers.