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Soc. Sci. 2019, 8(1), 21; https://doi.org/10.3390/socsci8010021

Trainee Teachers’ Perceptions on Cyberbullying in Educational Contexts

1
Department of Didactic and School Organization, Faculty of Education, University of Seville, C/Pirotecnia, s/n, 41013 Sevilla, Spain
2
Department of Pedagogy, Faculty of Education, Psychology and Sports Sciences, Avda. Tres de Marzo s/n, University of Huelva, 21007 Huelva, Spain
*
Author to whom correspondence should be addressed.
Received: 31 October 2018 / Revised: 7 January 2019 / Accepted: 8 January 2019 / Published: 11 January 2019
(This article belongs to the Special Issue Family, Bullying and Cyberbullying)
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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. View Full-Text
Keywords: school coexistence; cyberbullying; education; family; victims; prevention; management; training; perceptions; pre-service teachers; teacher education school coexistence; cyberbullying; education; family; victims; prevention; management; training; perceptions; pre-service teachers; teacher education
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
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Yot-Domínguez, C.; Guzmán Franco, M.D.; Duarte Hueros, A. Trainee Teachers’ Perceptions on Cyberbullying in Educational Contexts. Soc. Sci. 2019, 8, 21.

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