Peer Bullying Through the Lenses of Future Teachers: Why Always Blame Our Future Selves?

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Teacher education programs play a crucial role in preparing future educators to navigate classroom complexities and address bullying. This paper examines the observations of future teachers over two semesters, revealing a tendency to critique teachers rather than consider broader societal influences on bullying. Advocating for a multidimensional approach, this paper calls for nurturing a broader perspective among educators to cultivate supportive school cultures. It also highlights the cyclical nature of the education system, stressing the need to address systemic issues to foster effective and supportive educational environments. This prompts a critical question: will future educators themselves face critique from the next generation of teachers? Recognizing this dynamic underscores the importance of avoiding sole attribution of blame to individual teachers.