Difered evaluation of in-service teacher’s training in living together and school mediation skills

Abstract

In this study we present some of the results of a differed evaluation course about living together and school mediation skills addressed to teachers of different schools and educative levels. The aassessment of in-service teachers training courses is usually reduced to a questionnaire filled in at the end of the course, which makes impossible to realize the transference of knowledge to educational settings. Instead, here we follow up and analyze three dimensions —personal, classroom and school performance— to identify relevant factors in the implementation of living together practices and future training needs.