Date
8-9-2024
Department
School of Education
Degree
Doctor of Philosophy
Chair
Frank Bailey
Keywords
Preservice educator, Professional Development, Violence, Prevention, Qualitative
Disciplines
Education | Educational Assessment, Evaluation, and Research
Recommended Citation
Walp, Aaron Glenn, "A Qualitative Study Exploring Preservice Educators' Mindsets Regarding Training In Identifying Pre-Violence Indicator Patterns" (2024). Doctoral Dissertations and Projects. 5839.
https://digitalcommons.liberty.edu/doctoral/5839
Abstract
The purpose of this qualitative hermeneutical phenomenological study was to understand the mindsets of preservice educators regarding mandatory training in pre-violence indicator patterns at XYZ University. Pre-violence indicator patterns are defined as behaviors symptomatic of violent or aggressive behavior. The theory guiding this study was Dweck’s implicit theory of intelligence. The central research question was: What is the mindset of preservice educators regarding mandatory training in pre-violence indicator patterns? Qualitative hermeneutical phenomenological methods were used to study the beliefs of 12 preservice educators through a questionnaire, individual interviews, and a group discussion. The data were examined through line-by-line coding and thematic analysis to understand each participant’s process, narrative, structure, and values. The findings revealed deficiencies in current training and collegiate conversations on pre-violence indicators, the need to integrate growth mindset principles and situational awareness to improve educator preparedness and safer educational environments, and an overall mindset shift toward pre-violence indicator pattern training.
