Dialogic Pedagogical Gatherings to Foster Pre-service Teachers Self-Efficacy in Addressing School Violence

Research has shown that teachers play a crucial role in addressing school violence, and their self-efficacy significantly influences their effectiveness in this area. Scientific literature indicates that teacher training can make a substantial difference, particularly in the context of pre-service teacher training. However, more research is needed to identify the most effective types of teacher training for this issue. To help fill this gap, the present study examines the impact of a pedagogical intervention called Dialogic Pedagogical Gatherings on the self-efficacy of pre-service teachers. This research is part of the Enhanc-ed project, which aims to identify effective practices for ensuring all students succeed in learning the school’s languages of instruction and to promote strategies for fostering a violence-free coexistence in educational settings. Using a communicative and dialogic approach focused on social impact, eight pre-service teachers from three groups at a Spanish university were interviewed, and six training sessions were observed. The results indicate that Dialogic Pedagogical Gatherings create an engaging and safe space where participants learn and reflect on problems and solutions related to overcoming school violence. This contributes to the development of pre-service teachers' self-efficacy. The implications of this research are discussed.