With the process of globalization, the rapid dissemination of scientific and technological developments has significantly transformed individuals’ lifestyles. While in the past individuals were required to expend greater physical and mental effort to meet their basic needs, today they are able to meet their physical needs more easily, access information rapidly and multidimensionally, and use this information functionally in their daily lives. Although scientific and technological developments facilitate a more productive and effective life, individuals also face various problems. Some of these problems have persisted throughout history, whereas others have emerged specifically in the 21st century. One of the most prominent of these problems is violence.

Violence, encountered daily through television, news media, internet platforms, films, streets, schools, workplaces, hospitals, and homes, is a phenomenon that undermines human dignity, restricts human rights and freedoms, disrupts social peace, and threatens human life.  In Latin, the concept derives from violentia, which refers to hardness, cruelty, and power (Polat, 2001). In the literature, violence is defined in various ways. According to the World Health Organization (WHO, 2002), violence refers to the intentional use of physical force or power against oneself, another person, or a group or community that results in or has a high likelihood of resulting in injury, death, psychological harm, deprivation, or impairment. As these definitions indicate, the primary purpose of violence is to cause physical or psychological harm to others. Among the various forms of violence discussed in the literature, peer bullying occupies a significant place.

Peer bullying, as a reflection of violence in schools, is defined as deliberate and intentional aggressive behavior based on an imbalance of power between peers. These aggressive behaviors may be carried out physically or verbally (Olweus, 1993). Studies on peer bullying indicate that it manifests in forms such as social exclusion (relational bullying), physical bullying, and verbal bullying (Küpeli, 2020). With the widespread use of the internet and the emergence of social media, cyberbullying has also been added to these forms of bullying.

Peer bullying differs from other forms of violence in several respects. These include the fact that both the perpetrator and the victim are peers, the perpetrator is more powerful than the victim, and the bullying behavior is intentional and repetitive (Pişkin, 2002).  Children exposed to peer bullying may exhibit both physical and psychological symptoms, including school avoidance, decreased academic achievement, physical injuries, engaging in bullying behaviors themselves, and discomfort within the school environment. Teachers are among the most important stakeholders in preventing peer bullying. Schools are institutions where individuals receive systematic, planned, and scientific education after the family. Through teachers, individuals are prepared for subsequent educational stages and acquire fundamental knowledge, skills, values, and positive habits related to life.

Preschool teachers and primary school teachers, in particular, serve as significant role models for children. After family members, teachers are the first individuals whom children value and take as role models. Consequently, preschool and primary school teachers are professionals who are expected to encounter and intervene in cases of peer bullying. Therefore, the aim of this study is to reveal the experiences and responses of pre-service preschool teachers and pre-service primary school teachers regarding peer bullying.

Within this framework, the following research questions were addressed:

• How do pre-service primary school teachers and pre-service preschool teachers define the concept of peer bullying?
• According to pre-service teachers, how does peer bullying manifest in preschool institutions and primary schools?
• How do pre-service teachers respond to peer bullying scenarios?
• What types of intervention strategies do pre-service teachers employ in cases of peer bullying?
• What recommendations do pre-service teachers offer regarding peer bullying?

This study, which aims to explore the experiences and responses of pre-service preschool and primary school teachers regarding peer bullying, was designed as a basic qualitative research study. Basic qualitative research focuses on how participants interpret their lives, construct their experiences, and attribute meaning to them (Merriam, 2013). This research design was chosen to gain an in-depth understanding of pre-service teachers’ experiences and responses to peer bullying, to include a relatively large number of participants, and to collect written data from all participants. Criterion sampling, one of the purposive sampling methods, will be used to determine the participants. The study group will consist of senior pre-service preschool teachers and pre-service primary school teachers. The reason for including these groups is that previous studies indicate that peer bullying is more prevalent in preschool and primary school settings. Additionally, senior students were selected because they are enrolled in the “Teaching Practice I” and “Teaching Practice II” courses, which provide opportunities to observe preschool institutions and primary schools. The data will be collected through a structured interview form, bullying scenario forms containing peer bullying scenarios, and a personal information form. These data collection instruments will be developed by the researchers and finalized based on feedback from experts, including academics specializing in peer bullying, preschool teachers, and primary school teachers.

The expected findings of the study suggest that pre-service preschool and primary school teachers are aware of peer bullying and are able to distinguish bullying behaviors from other behaviors observed in school settings. It is anticipated that their responses to bullying scenarios will be consistent with appropriate intervention strategies and that they will employ diverse intervention approaches. Furthermore, it is expected that pre-service teachers will offer recommendations related to peer bullying, such as early intervention and collaboration with stakeholders. However, it is also anticipated that some pre-service teachers may demonstrate a lack of knowledge and experience regarding effective intervention strategies for coping with peer bullying.

Küpeli, H. D. (2020). An examination of pre-service teachers’ views on peer bullying through narrative-based scenarios (Unpublished master’s thesis). Niğde Ömer Halisdemir University. Merriam, S. B. (2013). Qualitative research: A guide to design and implementation (S. Turan, Trans.). Ankara: Nobel. (Original work published 2009). Olweus, D. (1993). Bullying at school: What we know and what we can do. Blackwell. Pişkin, M. (2002). School bullying: Definition, types, related factors, and preventive measures. Educational Sciences: Theory & Practice, 2(2), 531–562 World Health Organization (WHO). (2002). World report on violence and health: Summary. Canadian Public Health Association (CPHA). (1997). Public health and violence prevention: Maintaining the momentum.