Teacher Training and Discriminatory Bullying. Analysis of a reality
DOI:
https://doi.org/10.54790/rccs.39Keywords:
bullying, special educational needs, teacher training, discriminationAbstract
Discriminatory bullying in students with special educational needs (SEN) poses a societal challenge impacting not only school coexistence but also the lives of those affected and their surroundings. Research on bullying in initial teacher training reveals a limited level of knowledge among university students. Consequently, this study aims to scrutinise the extent of training related to the conceptualisation, organisation, legislation, detection, prevention and intervention of bullying in students with SEN. Simultaneously, the research assesses the importance that prospective teachers attribute to these aspects. A quantitative study is designed to examine the training of students pursuing degrees in Early Childhood and Primary Education in Andalusia. Data is collected through a questionnaire and analysed using SPSS-V26.0. The findings indicate that the level of initial training is modest across all evaluated dimensions, excluding conceptualisation. The detection of bullying in students with SEN is a lesser-known aspect among the respondents.
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