Pre-service teachers’ perspectives of cyberbullying
Article
Article Title | Pre-service teachers’ perspectives of cyberbullying |
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ERA Journal ID | 17811 |
Article Category | Article |
Authors | Redmond, Petrea (Author), Lock, Jennifer V. (Author) and Smart, Victoria (Author) |
Journal Title | Computers and Education |
Journal Citation | 119, pp. 1-13 |
Number of Pages | 13 |
Year | 2018 |
Place of Publication | The Netherlands |
ISSN | 0360-1315 |
1873-782X | |
Digital Object Identifier (DOI) | https://doi.org/10.1016/j.compedu.2017.12.004 |
Web Address (URL) | https://www.sciencedirect.com/science/article/pii/S0360131517302610?via%3Dihub |
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. |
Keywords | cyberbullying; education for preservice teachers; online training; human-computer interface; pedagogical issues |
Contains Sensitive Content | Does not contain sensitive content |
ANZSRC Field of Research 2020 | 390405. Educational technology and computing |
Public Notes | File reproduced in accordance with the copyright policy of the publisher/author. |
Byline Affiliations | School of Teacher Education and Early Childhood |
University of Calgary, Canada | |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q4q91/pre-service-teachers-perspectives-of-cyberbullying
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