Abstract
The role of teacher educators—professionals training future teachers—in bullying prevention has long been overlooked. This mixed-methods study surveyed 378 Austrian teacher educators (64 % female) to assess their sensitivity and teaching regarding bullying. The majority (77 %) showed sensitivity to bullying/non-bullying in the respective vignettes. Over 60 % reported covering bullying in their courses, mostly focusing on practical aspects. The factors that most influenced their coverage of bullying in their teaching were having experienced bullying, having completed anti-bullying training, and their thematic focus. These findings underscore the critical need for bullying education to be consistently integrated into teacher education programmes.
| Original language | English |
|---|---|
| Article number | 102912 |
| Journal | International Journal of Educational Research |
| Volume | 136 |
| DOIs | |
| Publication status | Published - Jan 2026 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
-
SDG 4 Quality Education -
SDG 16 Peace, Justice and Strong Institutions
Keywords
- Bullying
- Mixed methods
- Teacher education curriculum
- Teacher educators
- Teacher training
- Teaching content
ASJC Scopus subject areas
- Education
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