The role of reflective teachers in promoting a culture of peace

Rol del docente reflexivo para favorecer la cultura de paz

Abstract

Reflective teachers have a fundamental responsibility in cultivating peace, embodying the same values they seek to instill in their students. The aim of this article is to provide, through a pedagogical characterization, a synthesis of the role of the reflective teacher in promoting a culture of peace. The methodology took a qualitative descriptive approach, using the PRISMA methodology for systematic review and expert assessment through a focus group to validate the proposed teaching model. It is concluded that the practical expression of the theoretical characterization carried out is a didactic model that aims to develop in teachers a reflective-critical role that promotes a culture of peace from the classroom, through five components: awareness (reflective self-diagnosis), training (education for peace), design (teaching planning with a focus on peace), action (implementation of classroom strategies), and continuous improvement (collaborative reflection).