Relationship between teacher-training course students\u27 recognition of ways to handle their future students who are bullying victims/offenders and their own experience of bullying

小中高におけるいじめは深刻な問題である。いじめ被害は数年経過した後でもネガティブな影響を及ぼし続けることが先行研究で明らかにされている（水谷・雨谷，2015）。本研究では、将来教員になったときのいじめ被害者・加害者への対応についての認識が、自身のいじめ被害・加害等の経験とどのように関連するかを明らかにすることを目的とした。教職課程の受講生を対象にした調査の結果、中学校でいじめ被害を経験したと回答した参加者は、51%にのぼった。そして、中学校における被害生徒への対応については、いじめ被害経験のある者ほど「他の教員/機関との連携」の必要性の認識が高まる傾向にあった。その一方で、いじめ加害経験のある者ほど「被害生徒に対する具体的ケア」の必要性の認識が低下する傾向にあった。いじめ経験の有無にかかわらず、教員になった時にいじめ問題に対処するために、大学の教職課程で学ぶ必要があると考える事象は、対策、実態/ケーススタディ、原因など多岐にわたることが明らかとなった。Bullying in elementary, junior and senior high schools is a serious problem. Previous studies provide that the experience of being bullied at schools keep having a negative influence over the mind for several years. Such tendency could apply to university students aiming at teachers in the future, too. This study aimed to reveal the reality of bullying experiences in schools by means of a survey conducted among university students taking teaching subjects and the relationship between such experience and their recognition about the support for a victim of bullying. The results revealed that 51% of respondents had experienced being bullied in senior high schools and that such experience reinforced their recognition cooperation with other teachers/agencies in support for junior high school students being bullied. Furthermore, participants who did bully someone tended to slight concrete care to bully-affected students. Whether or not they had experienced bullying, they suggested several things such as measures against bullying, actual situation/case studies and causes of bullying, that they wanted to learn for adequately dealing with the problem after becoming teachers.論文(Original Research Article