Normal school students' perceptions of the role of teachers in building a culture of peace
Abstract
The objective of this research is to identify the perceptions of a group of 46 sixth-semester Physical Education students from central Mexico regarding the teacher's role in building a culture of peace. The research employed a mixed-methods approach, with a non-experimental design and a descriptive scope. During the data collection phase, a 20-item Likert scale questionnaire was administered, grouped into four dimensions: 1) Understanding of peace, 2) Peaceful attitudes and behaviors, 3) Teacher's role in building peace, and 4) Social commitment and transformative action. From a socio-educational perspective, the results show a high value placed on a culture of peace among the 46 students, with averages above 4 on most items. The dimension regarding the teacher's role stands out within the average range (4.6–4.8), where the data suggest a strong ethical and pedagogical awareness in promoting coexistence. With prior informed consent, participants conceived of peace as an active practice based on values and competencies related to empathy, justice, and emotional self-regulation. The lowest scores were associated with the public expression of peace, indicating a need to strengthen socio-emotional communication and ethical leadership in teacher training. The results demonstrate that future teachers possess the knowledge necessary to promote a culture of peace.
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