Students’ Perceptions of Teaching Practices and School Violence in Initial Teacher Education: A Quantitative Study Using CUVE3

Autores/as

  • Lynda Salinas Cervantes Centro de Investigación y Docencia, Chihuahua, México Autor/a
  • María Guadalupe Solís Villalobos Institución Benemérita y Centenaria Escuela Normal del Estado de Chihuahua “Profr. Luis Urías Belderráin” Chihuahua, México. Autor/a
  • Osvaldo Ortiz Jaramillo Escuela Normal Miguel F. Martínez, Nuevo León, México Autor/a
  • Sergio Antonio Rivera Rascón Institución Benemérita y Centenaria Escuela Normal del Estado de Chihuahua “Profr. Luis Urías Belderráin” Chihuahua, México Autor/a
  • Everardo Ortiz Jaramillo Escuela Normal Miguel F. Martínez, Nuevo León, México Autor/a

Palabras clave:

school violence, teacher education, school coexistence, pedagogical practices, higher education.

Resumen

School violence has been recognized as a phenomenon that affects coexistence, pedagogical relationships, and the educational climate across different levels of the educational system. In the context of initial teacher education, its study is particularly relevant, as the experiences lived during this process influence how future teachers understand educational practice. The aim of this study was to analyze the perceptions of students from a teacher education institution in Mexico regarding pedagogical practices and experiences associated with school violence. The research was conducted using a quantitative approach with a descriptive scope, through the application of the CUVE3 questionnaire to a sample of 558 undergraduate students in education programs. The results show that the most frequent manifestations are related to student dynamics, particularly the spread of rumors and negative comments among peers. In contrast, explicitly violent teaching practices are perceived less frequently; however, situations related to a lack of listening and differential treatment toward students were identified. These findings highlight that school violence is not limited to visible forms, but also manifests through everyday interactions that impact the educational climate. Based on this, the need to strengthen educational environments grounded in respect, dialogue, and democratic coexistence in teacher education is emphasized.

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Referencias

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Publicado

2026-03-25

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Número

Vol. 3 Núm. 5 (2026): Nexus: Multidisciplinary Research Journal (MIR)

Sección

Articles

Licencia

Creative Commons License

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Cómo citar

Salinas Cervantes, L., Solís Villalobos, M. G., Ortiz Jaramillo, O., Rivera Rascón, S. A., & Ortiz Jaramillo, E. (2026). Students’ Perceptions of Teaching Practices and School Violence in Initial Teacher Education: A Quantitative Study Using CUVE3. Nexus: Multidisciplinary Research Journal (MIR), 3(5), 160-171. https://nexushouseeditorial.com/index.php/nexus/article/view/116