Australian pre-service teachers' Knowledge and understanding of cyberbullying: Implications for school climate [La connaissance et la comprehension des consequences du cyberharcelement sur le climat scolaire chez les futurs enseignants en Australie]

Spears, Barbara, Campbell, Marilyn A., Tangen, Donna J., Slee, Phillip, & Cross, Donna (2015) Australian pre-service teachers' Knowledge and understanding of cyberbullying: Implications for school climate [La connaissance et la comprehension des consequences du cyberharcelement sur le climat scolaire chez les futurs enseignants en Australie]. Les Dossiers des sciences de l'éducation, 33, pp. 109-130.

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Abstract

The beliefs, attitudes and understandings of pre-service teachers towards bullying and more recently, cyberbullying remains unclear. Previous studies have found them to be generally lacking confidence to address bullying, which could impact negatively on school climate if, when they enter the profession, these beliefs undermine existing anti-bullying initiatives. This study explores Australian pre-service teachers' (N= 717) understanding and knowledge of traditional bullying and cyberbullying and their confidence and capacity to deal with it. Findings from self-report, anonymous questionnaires from students attending three universities in Australia indicated that two thirds (66%) of current pre-service teachers felt informed to very informed and capable to very capable (62%) of dealing with school bullying and 90% could discern cyber and traditional bullying behaviours from other online and offline aggressive acts. Gender and Year level differences were found. The potential impact of their knowledge and understanding of bullying and cyberbullying on school climate, and sustaining and maintaining anti-bullying interventions as they enter the profession is discussed.

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ID Code: 87463
Item Type: Journal Article
Refereed: Yes
Keywords: Pre-service teachers, Bullying, Cyberbullying, School climate
DOI: 10.4000/dse.835
ISSN: 1296-2104
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Educational Counselling (130305)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Specialist Studies in Education not elsewhere classified (130399)
Divisions: Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2015 Universite de Toulouse II
Deposited On: 16 Sep 2015 02:07
Last Modified: 12 Jul 2016 00:53

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