Qualitative study explores teacher candidates' readiness to tackle bullying, highlighting training gaps and knowledge inconsistencies.
This study explores the perceptions and readiness of teacher candidates in Kazakhstan to address bullying in school environments, with a particular focus on the effectiveness of anti-bullying training received during their pre-service education. Using a qualitative phenomenological design, data were collected through face-to-face semi-structured interviews with 43 teacher candidates enrolled at Makhambet Utemisov West Kazakhstan University during the Spring semester of the 2024–2025 academic year. Findings revealed that while candidates demonstrated a nuanced understanding of bullying -including verbal, relational, and cyberbullying- many reported inconsistencies in their theoretical knowledge and limited practical preparedness.
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Assylbekova et al. (2026) studied this question.
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