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Preservice teachers' perceived confidence in teaching school violence prevention
Tina L Kandakai1, Keith A King
1Department of Adult, Counseling, Health, and Vocational Education, Kent State University, OH 44242-0001, USA. tkandaka@kent.edu
Objective:
To examine preservice teachers' perceived confidence in teaching violence prevention and the potential effect of violence-prevention training on preservice teachers' confidence in teaching violence prevention.
Methods:
Six Ohio universities participated in the study. More than 800 undergraduate and graduate students completed surveys.
Results:
Violence-prevention training, area of certification, and location of student- teaching placement significantly influenced preservice teachers' perceived confidence in teaching violence prevention.
Conclusion:
Violence-prevention training positively influences preservice teachers' confidence in teaching violence prevention. The results suggest that such training should be considered as a requirement for teacher preparation programs.