La vivencia del bullying como impulso en la elección de ser maestro

Resumen

The present research article aims to to investigate the influence of bullying on the decision to become teachers. It is based on 109 electronic portfolios made as a part of a course in the first year of the Degree in Early Childhood Education Teaching at the University of Santiago de Compostela (Spain), From which 17 cases were selected for referring –explicitly or implicitly– to bullying experiences. Therefore, a qualitative content analysis of these portfolios is conducted, following an inductive-deductive categorization procedure based on thematic criteria. The results show the reasons to which they attribute having suffered bullying, the consequences and the role of classmates and teachers during these situations, that is predominantly passive. The conclusions show the relationship between having been a victim of bullying during the school stage, the subsequent choice of teacher studies, and the perceived need for a more active role of teachers’ staff. In addition, there is a demand for specific training about this issue in the studies of university degree.