Formação docente para o enfrentamento do bullying e do cyberbullying

This study maps the available evidence on teacher training for addressing traditional bullying and cyberbullying, aiming to guide the development of training programs. It is a scoping review that involved searching six databases, resulting in the inclusion of 26 studies. The findings constituted a textual corpus, which was analyzed using the Iramuteq software. The Descending Hierarchical Classification identified four thematic classes: sociomoral and ethical values in social interactions; general characteristics of teacher training; challenges to be overcome; and specific strategies for addressing traditional bullying and cyberbullying. The findings highlight key opportunities, such as interventions in the factors influencing teachers’ responses to bullying, the integration of theory and practice through problem-based situations, and collaborative learning among teachers. The main challenges include developing integrated competencies from initial training, strengthening scientific production on specific training strategies, and implementing public policies to enhance teacher qualification in bullying prevention and intervention. https://doi.org/10.21723/riaee.v21i00.2012102

Adlerian · Poison control · Psychological intervention · Thematic analysis · Bullying, Victimization, and Aggression · Education during COVID-19 pandemic · Science and Education Research