Pre-service teachers’ perspectives of cyberbullying

Redmond, Petrea and Lock, Jennifer V. and Smart, Victoria (2018) Pre-service teachers’ perspectives of cyberbullying. Computers & Education, 119. pp. 1-13. ISSN 0360-1315

Abstract

For over a decade practitioners and researchers have been concerned about cyberbullying within educational contexts. Few tools exist to explore this complex phenomenon in-depth from a teacher or pre-service teacher perspective. Importantly, pre-service teacher perceptions of cyberbullying may have a significant impact on how pre-service teachers respond to issues of cyberbullying. Pre-service teachers (n= 61) participated in a five-phase online project to develop knowledge and understanding of resources and responses to cyberbullying. First, this article provides a short scan of the literature to contextualize current understandings of the issue and explore different responses to cyberbullying. The literature was analysed using a constant comparison method to search for and identify current and emerging themes. Out of this work, the researchers developed a Cyberbullying Conceptual Framework, which can be used as a tool to investigate cyberbullying. The framework provides key elements for identifying, managing, and preventing cyberbullying. These elements represent a template to guide researchers and educators in exploring cyberbullying from a conceptual, practical, and research basis. Second, the framework is used as a lens to analyse pre-service teachers’ online discussions. Each of the pre-service teachers’ online posts were coded against the Cyberbullying Conceptual Framework to examine pre-service teachers’ perceptions of cyberbullying. Two factors were evident from the study: 1) The online project provided an opportunity for students to develop greater awareness and confidence in identifying, managing, and preventing cyberbullying; and 2) the framework provided a structure to unpack the complex phenomenon of cyberbullying and the meta-language to begin constructive conversations about addressing the issue. Finally, the article concludes with implications for teacher education programs.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Available online from 13 Dec 2017. Accepted version embargoed until 30 April 2021 (36 months) in accordance with the copyright policy of the publisher.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 14 May 2018 06:59
Last Modified: 16 May 2018 01:53
Uncontrolled Keywords: cyberbullying; education for preservice teachers; online training; human-computer interface; pedagogical issues
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
Socio-Economic Objective: C Society > 93 Education and Training > 9301 Learner and Learning > 930104 Moral and Social Development (incl. Affect)
Identification Number or DOI: 10.1016/j.compedu.2017.12.004
URI: http://eprints.usq.edu.au/id/eprint/34059

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