Teacher Identity in the Resolution of Teacher-Student Conflicts: A Literature Review

Abstract

This literature review covers a time range from 2002 to 2013 and the main countries participating were USA, Colombia, Mexico and some from Europe. This project aimed at exploring how teacher identity can influence the resolution of teacher-student conflicts in the classroom. This paper also intends to settle ideas around conflict, as it is necessary to explore it from different perspectives to better understand how it plays out in the field of teaching. Conflict involves multiple shades of manifestation and treatment; the transformation it awards may result in a coexistence that will determine the quality of the relation between teachers and students, thus impacting the quality of education itself. The document analysis led to the conclusion that teacher identity plays the most important role in addressing conflict when it gets into the classroom. Evidently, the way teachers deal with it will help to construct or destruct, to humanize or dehumanize students.