Abstract
In recent years, every school has had to implement organizational measures against bullying.
An important aspect of any organizational response to bullying is the discussion of actual
cases. This research explores the learning possibilities for teachers who can adopt such organizational
measures. It examines the class practice at a graduate school of teacher education that
uses “interactive case scenarios.” This practice involves presenting multiple examples of dealing
with the problems described in the cases. In the investigated class practice, students created
“interactive case scenarios” in groups and held “sessions” in which they interacted with each
other using those scenarios. The characteristics of the scenario-creation process and “sessions”
were analyzed, and students’ recognition of the organizational approaches to bullying was investigated.
Student submissions after each class were used for the analysis. The following possible
formations and transformations of bullying recognition were observed：The first is the
recognition of the difficulty of responding to bullying and the significance of critically examining
the response in the scenario-creation process. The second kind of recognition relates to
school sites; it was formed and transformed by pursuing the problems of the cases while holding
dialogues with others in the “sessions.” The third is the recognition of pursuing the quality
of organizational response to bullying. Finally, the recognition of the significance of case studies
in organizational approaches. The following are the main reasons underlying these results：
The “interactive case scenarios” were created by the students, the composition of groups and
sessions was specific, and the “sessions” were undertaken multiple times.
https://ror.org/01529vy56 
