Pre-service teachers’ perceptions about identifying, managing and preventing cyberbullying

Redmond, Petrea and Lock, Jennifer and Smart, Victoria (2017) Pre-service teachers’ perceptions about identifying, managing and preventing cyberbullying. In: UNSPECIFIED.

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Abstract

Cyberbullying uses technology to deliberately and repeatedly humiliate, harass, or threaten someone with the intention to cause reputational damage, harm, or intimidation. It is a widespread issue that impacts teaching and learning in schools, as well as in the larger community. Cyberbullying has garnered much attention in schools, social media, and also from researchers. Within teacher education programs, how are we preparing pre-service teachers to have the knowledge and skills to identify, manage, and prevent cyberbullying. This paper explores pre-service teachers’ beliefs and perceptions of cyberbullying, drawing on data from online discussions, Archived online discussions were analyzed, using a constant comparison method. Pre-service teachers’ perceptions and concerns about identifying, managing and preventing cyberbullying are discussed. The paper concludes with three implications for teacher education.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (UNSPECIFIED)
Refereed: Yes
Item Status: Live Archive
Additional Information: Accepted version deposited in accordance with the copyright policy of the publisher, and with permission of the authors. © Copyright 2015 by AACE for Published version.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 02 Nov 2017 05:50
Last Modified: 19 Sep 2018 05:16
Uncontrolled Keywords: cyberbullying, pre-service teachers, teacher education
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
URI: http://eprints.usq.edu.au/id/eprint/33162

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