Implementación de un módulo-taller sobre ciberacoso en la formación inicial docente

Abstract

Although cyberbullying is a growing problem in school coexistence, it is not yet included in initial teacher training, which is why it was necessary to implement a module on cyberbullying in the Educational Orientation program of the Los Angeles Campus of the University of Concepcion, Chile. The emphasis was placed on prevention and coping through media and socioemotional skills. The article describes the analysis of the didactic implementation to a sample of students of 4th and 5th year of education careers in a qualitative action research approach, carried out during 2020 and 2021. Data collection was done through focus groups. Among the results, the students value positively the contribution in their ITT, since the module has facilitated the understanding of their role on cyber-coexistence, the complexity of cyberbullying, its dynamics, and multidimensional consequences; they learned strategies for preventing and solving virtual conflicts. It is stated that themes and methodologies applied are pertinent, therefore it is suggested that this module be integrated permanently to the syllabus. It was comprehended that teachers must care about victims and aggressors to the same extent, and this requires a collaborative methodology within educational units to address the issue. The lack of presentiality due to the pandemic was a limitation since the intervention requires a presential interactive methodology.