In-Service Teacher Training Program Development Study to Prevent Peer Bullying

Taneri, Pervin Oya
Özbek, Özlem Yeşim
Akduman, Nalan
Peer bullying is a problem that is difficult to notice and is increasinglyaffecting the health of society. Responding to peer bullying requires thedetermination and intense effort of school administrators, teachers,parents, and other school staff. Teachers who feel more competent aboutbullying are more likely to intervene in situations of bullying andvictimization situations. However, many teachers have difficultydiagnosing bullying, do not know how to cope with bullying, or havetrouble applying coping methods. This study aims to introduce the inserviceteacher training program to prevent peer bullying. This programwas developed using a problem-centered education program design. Thecontent was determined with a thematic approach. The valuesemphasized by this program, the tools and methods it proposes, and theoutcomes of the program reflect the progressive and existentialistperspectives. As a result of the evaluation of the program, it was seenthat the in-service training program effectively improved teachers'competencies by increasing their awareness of peer bullying andcombating bullying. It is recommended that future studies should beconducted in broad scope, including developing the competencies ofteachers in dealing with cyberbullying that increased during onlineeducation.
Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi


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Citation Formats
P. O. Taneri, Ö. Y. Özbek, and N. Akduman, “In-Service Teacher Training Program Development Study to Prevent Peer Bullying,” Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, vol. 11, no. 2, pp. 147–166, 2021, Accessed: 00, 2022. [Online]. Available: