Preservice Teacher Beliefs on the Antecedents to Bullying and Victimization

• In Event: Roundtable Session 95
  In Roundtable Session: Teaching About Race, Diversity, and Difference: Preparing Preservice Teachers for Teaching in a Multicultural Global Society

Abstract

This study gave an opportunity for pre-service teachers to voice their beliefs and knowledge about the antecedents to bullying and to victimization. Concept mapping was used to analyze the data. Regarding the antecedents to bullying and victimization, pre-service teachers had accurate and inaccurate beliefs, lack of knowledge, and differing beliefs about bullies and victims. Concept maps and accompanying factor rating tables indicated that participants believed antecedents to bullying to include family factors, abuse, instability, and socioeconomic factors, school and academic factors, interpersonal factors, and personal factors. Results showed that antecedents to victimization were social factors, physiological factors, school factors and exceptionalities, and family factors. Results may inform of knowledge pre-service teachers have, and information needing to be taught.

Authors

• Joel Lopata, University of Western Ontario

• Elizabeth Nowicki, University of Western Ontario