A Qualitative Study Exploring Preservice Educators' Mindsets Regarding Training In Identifying Pre-Violence Indicator Patterns

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.