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

• Salinas Cervantes, Lynda ^[1] ; Solís Villalobos, María Guadalupe ^[2] ; Ortiz Jaramillo, Osvaldo ^[3] ; Rivera Rascón, Sergio Antonio ^[2] ; Ortiz Jaramillo, Everardo ^[3]
  1. [1] Centro de Investigación y Docencia Económicas

     Centro de Investigación y Docencia Económicas

     México

     
  2. [2] Institución Benemérita y Centenaria Escuela Normal del Estado de Chihuahua “Profr. Luis Urías Belderráin” Chihuahua, México.
  3. [3] Escuela Normal Miguel F. Martínez, Nuevo León, México

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• Localización: Nexus: Revista de Investigación Multidisciplinaria (MIR), ISSN-e 3114-9154, Vol. 3, Nº. 5, 2026 (Ejemplar dedicado a: Nexus: Multidisciplinary Research Journal (MIR)), págs. 160-171
• Idioma: inglés
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  • 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.