Abstract
This paper analyzes the perceptions of teachers in training regarding cyberbullying in schools. The objectives of the study were: to ascertain their perceptions regarding their concern and their commitment to cyberbullying, their agreement with the measures to address it in educational contexts, as well as the assessment of their capabilities to act and the training they have received and they would like to receive; to determine if the perceptions differ according to gender, age and degree pursued and if there are relationships between the perceptions; and, to define pre-service teachers’ profiles based on perceptions. With a survey research design, 408 students from different undergraduate and graduate education-related degree programs at Spanish public universities participated. Findings highlight the coexistence of three different teacher in training profiles. All profiles exhibit a high level of concern and recognize cyberbullying as a problem. They strongly agree with all the proposed prevention and management measures. Two of the three profiles perceive themselves as highly confident and willing to respond. On the contrary, participants in the third profile do not feel confident enough to act and consider their training insufficient, coinciding with the second profile. The need to approach this issue in the initial training of future education professionals is a main conclusion.
Highlights
IntroductionBullying is a phenomenon that has always existed to a greater or lesser extent in schools, it currently casts a shadow over numerous children and adolescents whose health (in terms of social welfare, and their psychological, physical and emotional well-being) and academic performance, among other basic aspects of their lives, are affected
Bullying is a phenomenon that has always existed to a greater or lesser extent in schools, it currently casts a shadow over numerous children and adolescents whose health and academic performance, among other basic aspects of their lives, are affected
The large majority of future teachers (87.5%) agree that cyberbullying is a current problem in education, only 55.9% of them are fully convinced of this. 63.2% completely agree and are certain and 24.8% are aware that victims of cyberbullying can be found in classrooms
Summary
Bullying is a phenomenon that has always existed to a greater or lesser extent in schools, it currently casts a shadow over numerous children and adolescents whose health (in terms of social welfare, and their psychological, physical and emotional well-being) and academic performance, among other basic aspects of their lives, are affected. The consequences of this problem may extend to later stages of life and development. Cyberbullying is not confined to a specific space.
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