Preservice teachers' perceived confidence in teaching school violence prevention.
OBJECTIVE
To examine preservice teachers' perceived confidence in teaching violence prevention and the potential effect of violence-prevention training on preservice teachers' confidence in teaching violence prevention.


METHODS
Six Ohio universities participated in the study. More than 800 undergraduate and graduate students completed surveys.


RESULTS
Violence-prevention training, area of certification, and location of student- teaching placement significantly influenced preservice teachers' perceived confidence in teaching violence prevention.


CONCLUSIONS
Violence-prevention training positively influences preservice teachers' confidence in teaching violence prevention. The results suggest that such training should be considered as a requirement for teacher preparation programs.
Kandakai
Tina L
TL
Department of Adult, Counseling, Health, and Vocational Education, Kent State University, OH 44242-0001, USA. tkandaka@kent.edu
King
Keith A
KA
D000293:Adolescent; D000328:Adult; D002568:Certification; D002648:Child; D003162:Competency-Based Education; D004517:Education, Professional; D005260:Female; D006266:Health Education / Q000379:methods / Q000592:standards*; D040361:Healthy People Programs; D006801:Humans; D008297:Male; D017008:Negotiating; D009820:Ohio; D012574:Schools; D020377:Self Efficacy; D013334:Students / Q000523:psychology*; D013663:Teaching / Q000379:methods / Q000592:standards*; D035501:Uncertainty; D014481:United States; D014495:Universities; D014754:Violence / Q000517:prevention & control*