Abstract
Peer bullying is a problem that is difficult to notice and is increasingly affecting the health of society. Responding to peer bullying requires the determination and intense effort of school administrators, teachers, parents, and other school staff. Teachers who feel more competent about bullying are more likely to intervene in situations of bullying and victimization situations. However, many teachers have difficulty diagnosing bullying, do not know how to cope with bullying, or have trouble applying coping methods. This study aims to introduce the in-service teacher training program to prevent peer bullying. This program was developed using a problem-centered education program design. The content was determined with a thematic approach. The values emphasized by this program, the tools and methods it proposes, and the outcomes of the program reflect the progressive and existentialist perspectives. As a result of the evaluation of the program, it was seen that the in-service training program effectively improved teachers' competencies by increasing their awareness of peer bullying and combating bullying. It is recommended that future studies should be conducted in broad scope, including developing the competencies of teachers in dealing with cyberbullying that increased during online education.
Highlights
Today, school violence, especially peer bullying, which is frequently emphasized to prevent and reduce, continues to be a global problem
Large-scale international studies conducted in recent years
The steps of the development process of the In-Service Teacher Training Program to Prevent Peer Bullying shown in Figure 1 are explained in detail below: Planning the curriculum
Summary
School violence, especially peer bullying, which is frequently emphasized to prevent and reduce, continues to be a global problem. While determining the components of the in-service teacher training curriculum for the prevention of peer bullying, the social processes and social relations that have the potential to affect peer bullying were examined by making use of the findings of both sociology, psychology and educational sciences In this context, theories about child development, violence and peer bullying from sociological perspective, school climate and exposure to bullying are discussed. Current research on the relationship between staying together, developing a peaceful, safe and meaningful society, inclusive education, democratic education, effective learning-teaching principles, behavior and classroom management, conflict resolution methods, and effective bullying intervention programs is reviewed This training program aims to help teachers develop skills that can be transferred to the natural classroom environment, take the initiative to prevent bullying, and become a part of the solution. The steps of the development process of the In-Service Teacher Training Program to Prevent Peer Bullying shown in Figure 1 are explained in detail below: Planning the curriculum
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