Abstract:

This study addresses a comparatively underexplored dimension of initial teacher education: the development of prospective teachers’ attitudes toward perpetrators of antisemitic incidents and, in particular, their willingness to intervene as bystanders. While substantial emphasis has been placed on equipping future teachers with historical knowledge of the Holocaust and an understanding of antisemitism in its various forms, less attention has been given to the behavioral implications of such knowledge. The present study argues that cognitive awareness alone is insufficient and that the readiness to take action in situations involving antisemitism constitutes a crucial component of teacher professionalism and democratic education.

The research adopts a quantitative survey design and is based on data collected through an anonymous questionnaire administered in the spring of 2024 to prospective elementary school teachers in Greece. The sample consists of students enrolled in Departments of Education during the early stages of their initial training. The instrument included Likert-scale items designed to measure two key constructs: sensitivity to antisemitic incidents and willingness to intervene in situations involving antisemitic verbal or physical aggression. In addition, demographic variables were collected, and composite indices were constructed to enable more robust statistical analysis.

The findings indicate that participants exhibit relatively high levels of sensitivity to antisemitic incidents, suggesting that they are generally capable of recognizing problematic statements and behaviors. However, their willingness to intervene in such situations is only moderate. Correlational analysis reveals a positive association between sensitivity and willingness to intervene, yet the observed gap between recognition and action remains significant. This discrepancy aligns with theoretical insights from bystander intervention research, which emphasize that situational interpretation does not automatically lead to active engagement, as individuals may be constrained by factors such as perceived risk, uncertainty, or lack of confidence.

The study highlights important implications for the design and evaluation of initial teacher education programs. If teachers are expected to promote democratic values and encourage students to respond actively to discrimination, they must themselves be prepared to act in similar situations. It is suggested that initial teacher education should place greater emphasis on fostering civil courage, ethical responsibility, and the capacity to take risks in situations involving discrimination and violence. By integrating these dimensions more explicitly into teacher preparation, educational programs can better equip future teachers not only to teach about the Holocaust and antisemitism, but also to model and promote active democratic citizenship in the face of injustice.

In conclusion, the study underscores the need to move beyond a purely knowledge-based approach to Holocaust education, intercultural education and antisemitism in teacher training. Strengthening the link between awareness and action is essential for preparing teachers who can effectively combat discrimination and contribute to the cultivation of active and responsible citizenship.

Keywords:

Initial teacher training, antisemitic incident, readiness to intervene, sensitivity, involvement.