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

Authors

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

Keywords:

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

Abstract

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.

Downloads

Download data is not yet available.

References

Álvarez-García, D., Núñez, J. C., & Dobarro, A. (2013). Cuestionarios para evaluar la violencia escolar en Educación Primaria y Secundaria: CUVE3-EP y CUVE3-ESO. Apuntes de Psicología, 31(2), 191–202.

Bourdieu, P. (1999). La dominación masculina. Anagrama.

Cohen, J., McCabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180–213.

Conde Vélez, S. y Delgado-García, M. (2020). Percepciones del alumnado sobre diferentes tipos de violencia. Adaptación y validación del CUVE3-ESO al contexto Universitario. Revista de Investigación Educativa, 38(2), 567-581. https://doi.org/10.6018/rie.364431

Cornell, D., & Mayer, M. J. (2010). Why do school order and safety matter? Educational Researcher, 39(1), 7–15. https://doi.org/10.3102/0013189X09357616

Debarbieux, E. (2002). Violence in schools: Ten approaches in Europe. Council of Europe Publishing.

Espelage, D. L., & Swearer, S. M. (2011). A social-ecological model for bullying prevention and intervention: Understanding the impact of adults in the social ecology of youngsters. Handbook of Bullying in Schools, 61–72.

Olweus, D. (1993). Bullying at school: What we know and what we can do. Blackwell.

Ortega Ruiz, R. (2010). La convivencia escolar: Qué es y cómo abordarla. Alianza Editorial.

Smith, P. K., & Sharp, S. (1994). School bullying: Insights and perspectives. Routledge.

Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357–385. https://doi.org/10.3102/0034654313483907

Downloads

Published

2026-03-25

Data Availability Statement

At Nexus House Editorial, we ensure the long-term preservation of all published articles through reliable and up-to-date technological strategies. Our journal is part of the PKP Preservation Network (PKP PN), an international network that guarantees the integrity and continuous access of content through a distributed backup system. We also perform regular internal backups, which strengthens the protection and availability of digital files. Thanks to these actions, even in scenarios where the journal or publisher ceases operations, the content will remain accessible to researchers and readers around the world.

Issue

Vol. 3 No. 5 (2026): Nexus: Multidisciplinary Research Journal (MIR)

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Nexus (MIR) is an open-access journal. All of its content is distributed under the terms of the Creative Commons Attribution–NonCommercial 4.0 International License (CC BY-NC 4.0).

This license allows third parties to distribute, remix, adapt, and build upon the work for non-commercial purposes, provided that appropriate credit is given to the original author and the journal, and that a link to the license is included. The full version of the license can be consulted at: https://creativecommons.org/licenses/by-nc/4.0/deed.es

 

How to Cite

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, 3(5), 160-171. https://nexushouseeditorial.com/index.php/nexus/article/view/116