Ahtola, A., Haataja, A., Kärnä, A., Poskiparta, E., & Salmivalli, C. (2012). For children only? Effects of the KiVa antibullying program on teachers. Teaching and Teacher Education, 28(6), 851–859. https://doi.org/10.1016/j.tate.2012.03.006 Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27(2), 308–319. https://doi.org/10.1016/j.tate.2010.08.013 Aquinas. (1981). Summa theologica/St. Thomas Aquinas; translated by Fathers of the English Dominican Province. (Complete English ed.). Christian Classics. (Original work published ca. 1274) Aristotle. (2019). Nicomachean ethics (T. Irwin, Trans.; Third edition). Hackett Publishing Company, Inc. (Original work published ca. 350 B.C.E.) Bamberg, M. (2004). Considering counter narratives. In M. J. Packer & R. B. Addison (Eds.), Entering the circle: Hermeneutic investigation in psychology (pp. 149–174). SUNY Press. Bamberg, M. (2006). Stories: Big or small. Narrative Inquiry, 16(1), 139–147. https://doi.org/10.1075/ni.16.1.18bam Beauchamp C., & Thomas L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39 (2), 175–189. https://doi.org/10.1080/03057640902902252 Boulton, M. J., Hardcastle, K., Down, J., Fowles, J., & Simmonds, J. A. (2014). A comparison of preservice teachers’ responses to cyber versus traditional bullying scenarios: Similarities and differences and implications for practice. Journal of Teacher Education, 65(2), 145–155. https://doi.org/10.1177/0022487113511496 Bradshaw C. P. (2015). Translating research to practice in bullying prevention. The American psychologist, 70(4), 322–332. https://doi.org/10.1037/a0039114 Brophy, J. (2006). History of research on classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 17–43). Lawrence Erlbaum Associates. Burger, C., Strohmeier, D., Spröber, N., Bauman, S., & Rigby, K. (2015). How teachers respond to school bullying: An examination of self-reported intervention strategy use, moderator effects, and concurrent use of multiple strategies. Teaching and Teacher Education, 51, 191–202. https://doi.org/10.1016/j.tate.2015.07.004 Burger, C., Strohmeier, D., & Kollerová, L. (2022). Teachers can make a difference in bullying: Effects of teacher interventions on students’ adoption of bully, victim, bully-victim or defender roles across time. Journal of Youth and Adolescence, 51(9), 1742-1757. https://doi.org/10.1007/s10964-022-01674-6 Byers, D. L., Caltabiano, N. J., & Caltabiano, M. L. (2011). Teachers’ attitude towards overt and covert bullying, and perceived efficacy to intervene. Australian Journal of Teacher Education, 36, https://doi.org/10.14221/ajte.2011v36n11.1 Calhoun, A., & Daniels, G. (2008). Accountability in school responses to harmful incidents. Journal of School Violence, 7(4), 21–47. https://doi.org/10.1080/15388220801973839 Campbell, E. (2003). The ethical teacher. McGraw-Hill Education (UK). Campaert, K., Nocentini, A., & Menesini, E. (2017). The efficacy of teachers’ responses to incidents of bullying and victimization: the mediational role of moral disengagement for bullying. Aggressive Behavior, 43(5), 483–492. https://doi.org/10.1002/AB.21706 Campbell, E. (2014). Teaching Ethically as a Moral Condition of Professionalism. In L. Nucci, & Krettenauer (Eds.), Handbook of moral and character education (2nd ed., pp. 101–117). Routledge. Clandinin, D. J., & Connelly, F. M. (2004). Narrative inquiry: Experience and story in qualitative research. John Wiley & Sons. Connelly, F. M., & Clandinin, D. J. (1999) Shaping a professional identity: Stories of educational practice. Teachers College Press. Cornell, D., & Huang, F. (2016). Authoritative school climate and high school student risk behavior: a cross-sectional multi-level analysis of student self-reports. Journal of Youth and Adolescence, 45(11), 2246–2259. https://doi.org/10.1007/s10964-016- 0424-3 Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32(4), 601–616. https://doi.org/10.1080/01411920600775316 De Luca, L., Nocentini, A., & Menesini, E. (2019). The teacher’s role in preventing bullying. Frontiers in Psychology, 10, Article 01830 https://doi.org/10.3389/fpsyg.2019.01830 Drewery, W. (2014). Restorative practice in New Zealand schools: Social development through relational justice. Educational Philosophy and Theory, 48(2), 191–203. https://doi.org/10.1080/00131857.2014.989951 Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and victimization: What have we learned and where do we go from here? School Psychology Review, 32(3), 365–383. https://doi.org/10.1080/02796015.2003.12086206 Fenstermacher, G. D., Osguthorpe, R. D., & Sanger, M. N. (2009). Teaching Morally and Teaching Morality. Teacher Education Quarterly, 36(3), 7–19. Fung, A. L. (2012). Intervention for aggressive victims of school bullying in Hong Kong: a longitudinal mixed-methods study. Scandinavian Journal of Psychology, 53(4), 360–367. https://doi.org/10.1111/j.1467-9450.2012.00953.x Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021). What works in anti-bullying programs? Analysis of effective intervention components. Journal of School Psychology, 85, 37–56. https://doi.org/10.1016/j.jsp.2020.12.002 Gee, K. A., Haghighat, M. D., Vang, T. M., & Cooc, N. (2021). In the aftermath of school victimization: Links between authoritative school climate and adolescents’ perceptions of the negative effects of bullying victimization. Journal of Youth and Adolescence, 51, 1273–1286. https://doi.org/10.1007/s10964-021- 01516-x Georgakopoulou, A. (2006). Thinking big with small stories in narrative and identity analysis. Narrative Inquiry, 16(1), 122–130. https://doi.org/10.1075/ni.16.1.16geo Georgakopoulou, A. (2015). Small stories research: Methods—analysis—outreach. In A. De Fina & A. Georgakopoulou (Eds.), The handbook of narrative analysis (pp. 255–271). John Wiley & Sons. https://doi.org/10.1002/9781118458204.ch13 Goldstein, L. S., & Freedman, D. (2003). Challenges enacting caring teacher education. Journal of Teacher Education, 54(5), 441–454. https://doi.org/10.1177/0022487103259114 Goodson, I. (2013). Developing narrative theory: Life histories and personal representation. Routledge. Hamre, B. K., Pianta, R. C., Downer, J. T., & Mashburn, A. J. (2008). Teachers’ perceptions of conflict with young students: Looking beyond problem behaviors. Social Development, 17(1), 115–136. https://doi.org/10.1111/j.1467-9507.2007.00418.x Hansen, D.T. (2001) Teaching as a moral activity. In V. Richardson (ed.), Handbook of Research on Teaching (Washington, DC: AERA), 566–603. Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835–854. https://doi.org/10.1016/s0742-051x (98) 00025-0 Hendry, R. (2009). Building and restoring respectful relationships in schools: A guide to using restorative practice. Routledge. Hernandez Varona, W. (2023) Listening to Emilce and Pedro: Exploring the subjective constitutions of teachers amid violence. Teaching and Teacher Education, 132, https://doi.org/10.1016/j.tate.2023.104260 Holstein, J. A. & Gubrium, J. F. (2000) The self we live by: Narrative identity in a postmodern world. Oxford University Press. https://doi.org/10.2307/3089674 Hopkins, B. (2011). The restorative classroom: Using restorative approaches to foster effective learning. Routledge. Johnstone, G., & Ness, D. V. (2013). Handbook of restorative justice. Routledge. Joseph, P. B., & Efron, S. (1993). Moral choices/moral conflicts: Teachers’ self‐ perceptions. Journal of Moral Education, 22, 201–220. https://doi.org/10.1080/0305724930220303 Joseph, P. B., & Efron, S. (2005). Seven worlds of moral education. Phi Delta Kappan, 86 (7), 525– 533. https://doi.org/10.1177/003172170508600713 Kelly, E. L., & Peters-Golden, J. (2020). Philly stands up! A portrait of praxis, an anatomy of accountability. In E. Dixon & L. L. Piepzna-Samarasinha (Eds.), Beyond survival: Strategies and stories from the transformative justice movement (pp. 91–99). AK Press. Kollerová, L., Soukup, P., Strohmeier, D., & Caravita, S. C. S. (2021). Teachers’ active responses to bullying: does the school collegial climate make a difference? European Journal of Developmental Psychology, 18(6), 912–927. https://doi.org/10.1080/17405629.2020.1865145 Laursen, B., & Veenstra, R. (2021). Toward understanding the functions of peer influence: A summary and synthesis of recent empirical research. Journal of Research on Adolescence, 31(4), 889-907. https://doi.org/10.1111/jora.12606 McAdams, D. P., Reynolds, J., Lewis, M., Patten, A. H., & Bowman, P. J. (2001). When bad things turn good and good things turn bad: Sequences of redemption and contamination in life narrative, and their relation to psychosocial adaptation in midlife adults and in students. Personality and Social Psychology Bulletin, 27(4), 474–485. https://doi.org/10.1177/0146167201274008 McCold, P. & Wachtel, T. (2003). In pursuit of paradigm: A theory of restorative justice. Restorative Practices E-Forum, available at http://www.iirp.edu/article_detail.php?article_id=NDI0 McCormack, B., McCance, T., & Maben, J. (2023). A review of factors affecting teacher intervention in peer bullying. Journal of School Violence, 22 (1), 45–60. https://doi.org/10.1080/15388220.2023.2289117 McLean, K. C., Pasupathi, M., & Pals, J. L. (2007). Selves creating stories creating selves: a process model of self-development. Personality and Social Psychology Review, 11(3), 262–278. https://doi.org/10.1177/1088868307301034 Miller, J. M. (2009). Teacher identity. In A. Burns, & J. C. Richards (Eds.), The Cambridge Guide to Second Language Teacher Education (pp. 172–181). Cambridge University Press. Noddings, N. (2013). Caring: A relational approach to ethics & moral education (2nd ed.). University of California Press. Paluck, E. L., Shepherd, H., & Aronow, P. M. (2016). Changing climates of conflict: a social network experiment in 56 schools. Proceedings of the National Academy of Sciences, 113 (3), 566–571. https://doi.org/10.1073/pnas.1514483113 Pantić, N., & Wubbels, T. (2012). Teachers’ moral values and their interpersonal relationships with students and cultural competence. Teaching and Teacher Education, 28(3), 451–460. https://doi.org/10.1016/j.tate.2011.11.011 Pasupathi, M., McLean, K. C., & Weeks, T. (2009). To tell or not to tell: Disclosure and the narrative self. Journal of Personality, 77(1), 89–123. https://doi.org/10.1111/j.1467-6494.2008.00539.x Pasupathi, M., Weeks, T., & Rice, C. (2006). Reflecting on life: Remembering as a major process in adult development. Journal of Language and Social Psychology, 25(3), 244–263. https://doi.org/10.1177/0261927X06289425 Pishghadam, R., Golzar, J., & Miri, M. A. (2022). A new conceptual framework for teacher identity development. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.876395 Pieper, J. (1990). The four cardinal virtues: Human agency, intellectual traditions, and responsible knowledge. University of Notre Dame Press. Reimer, K. E. (2019). Relationships of control and relationships of engagement: How educator intentions intersect with student experiences of restorative justice. Journal of Peace Education, 16(1), 49–77. https://doi.org/10.1080/17400201.2018.1472070 Recchia, H., Sack, J. K., & Pareja Conto, L. (in press). Restorative justice as a context for moral education in K-12 schools. In L. Nucci, T. Krettenauer, and W. Thompson (Eds.), Handbook of Moral and Character Education (3rd edition). Routledge. Rukeyser, M. (1968). The speed of darkness. Random House. Saarento, S., Kärnä, A., Hodges, E. V. E., & Salmivalli, C. (2013). Student-, classroom-, and school-level risk factors for victimization. Journal of School Psychology, 51(3), 421–434. https://doi. org/10.1016/j.jsp.2013.02.002 Sanger, M. G. (2001). Talking to teachers and looking at practice in understanding the moral dimensions of teaching. Journal of Curriculum Studies, 33(6), 683–704. https://doi.org/10.1080/00220270110066733 Sanger, M. N., & Osguthorpe, R. D. (2015). The moral work of teaching and teacher education: Preparing and supporting practitioners. Teachers College Press. Thompson, W. C., Beneke, A. J., & Mitchell, G. S. (2020). Legitimate concerns: On complications of identity in school punishment. Theory and Research in Education, 18(1), 78–97. https://doi.org/10.1177/1477878520903400 Thorne, A. (2004). Pressing issues in the study of talk and identity. In A. Jaworski, N. Coupland, & D. Galasiński (Eds.), Metalanguage: Social and ideological perspectives (pp. 9–36). Mouton de Gruyter. Uribe-Mallarino, C. (2008). Estratificación social en Bogotá: de la política pública a la dinámica de la segregación social. Universitas Humanística, 65(65), 139–172. Vaandering, D. (2013). A window on relationships: Reflecting critically on a current restorative justice theory, Restorative Justice, 1(3), 311–333. https://doi.org/10.5235/20504721.1.3.311 Vaandering, D. (2014). Relational restorative justice pedagogy in educator professional development. Curriculum Inquiry, 44(4), 508–530. https://doi.org/10.1111/curi.12057 Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: three perspectives and beyond. Journal of Language, Identity, and Education, 4(1), 21–44. https://doi.org/10.1207/s15327701jlie0401_2 Velasquez, A., West, R., Graham, C., & Osguthorpe, R. (2013). Developing caring relationships in schools: A review of the research on caring and nurturing pedagogies. Review of Education, 1 (2), 162–190. https://doi.org/10.1002/rev3.3014 Veugelers, W., & Vedder, P. (2003). Values in teaching. Teachers and Teaching: Theory and Practice, 9(4), 377–389. https://doi.org/10.1080/1354060032000097262 Voight, A., Austin, G., & Hanson, T. (2013). A climate for academic success: How school climate distinguishes schools that are beating the achievement odds. San Francisco: WestEd. Wainryb, C., Brehl, B. A., & Matwin, S. (2005). Being hurt and hurting others: children's narrative accounts and moral judgments of their own interpersonal conflicts. Monographs of the Society for Research in Child Development, 70(3), 1–114. https://doi.org/10.1111/j.1540-5834.2005.00350.x Watson, C. (2006). Narratives of practice and the construction of identity in teaching. Teachers and Teaching: Theory and Practice, 12(5), 509–526. https://doi.org/10.1080/13540600600832213 Way, S. M. (2011). School discipline and disruptive classroom behavior: The moderating effects of student perceptions. The Sociological Quarterly, 52(3), 346–375. https://doi.org/10.1111/j.1533-8525.2011.01210.x Welsh, R. O., & Little, S. (2018). The school discipline dilemma: A comprehensive review of disparities and alternative approaches. Review of Educational Research, 88(5), 752–794. https://doi.org/10.3102/0034654318791582 Winslade, J., & Williams, M. (2012). Safe and peaceful schools: Addressing conflict and eliminating violence. Corwin Press. Zehr, H. (2002). The little book of restorative justice. Good Books. Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching, 9(3), 213–238. https://doi.org/10.1080/13540600309378 Zhang, Q. (2022). The role of teachers’ interpersonal behaviors in learners’ academic achievements. Frontiers in Psychology, 13, 921832. https://doi.org/10.3389/fpsyg.2022.921832