Speakers
Description
Theoretical Background and Objective of the Study. Bullying is a widespread phenomenon in our society, with serious consequences for children and adolescents. Teachers play a critical role in addressing this issue, acting as key agents in preventing, detecting, and tackling bullying cases. Consequently, it is essential that pre-service teachers receive both theoretical and practical training about bullying during their university education. This work aimed to analyze the perception of bullying-specific training received by students enrolled in the Primary School Teacher Training degree specializing in Physical Education (PSTT-PE) and the Physical Activity and Sports Sciences degree (PASS).
Methodology. A total of 425 last-year PSTT-PE and PASS students (172 women) from 14 Spanish universities participated in this study. We administered an ad-hoc 20-item questionnaire to assess their needs and perceptions on bullying-specific-training.
Results Obtained or Expected. Results suggest a low perception of the overall bullying training received (M = 2.02; SD = 0.24). Participants also reported low levels of perceived competence in prevention (M = 2.24; SD = 0.18), detection (M = 2.47; SD = 0.42), and intervention (M = 2.29; SD = 0.42) strategies, as well as a need for more training on bullying (M = 4.4; SD = 0.23).
Conclusion with Implications for Practice. This work suggests a need to incorporate evidence-based bullying-related training content in the curricula of the PASS and PE degrees during university education.
Keywords
bullying, university training, competences, undergraduate physical education students.
| Please also indicate what kind of contribution it is: | Scientific |
|---|---|
| Please indicate what type of scientific contribution it is | Quantitative method study |
