Individual and Contextual Factors Shaping Teachers’ Attitudes and Responses to Bullying among Young Children: Is Education Important?
(주)학지사
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- 2015.03.25
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- 2013.01
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서지정보
ㆍ발행기관 : 환태평양유아교육연구학회
ㆍ수록지정보 : Asia-Pacific journal of research in early childhood education / 7권 / 3호
ㆍ저자명 : Philippa Small, Cathrine Neilsen-Hewett, Naomi Sweller
목차
Method
Results
Discussion
References
한국어 초록
This study examined how pre- and post-service early childhood teachers’ beliefs and responses tobullying among young children differ by level of qualification, type of bullying and whether or not itwas witnessed. Results showed 1st and 4th-year student- and diploma-qualified teachers perceived acts ofphysical bullying to be more serious than verbal or relational bullying to a greater extent than diddegree-qualified teachers. Degree-qualified teachers were less susceptible to bullying type and indicatedthey would be more likely to intervene than the other three groups. Results are discussed in relation totheir implication for teaching practice and the content of pre-service education.
영어 초록
This study examined how pre- and post-service early childhood teachers’ beliefs and responses to
bullying among young children differ by level of qualification, type of bullying and whether or not it
was witnessed. Results showed 1st and 4th-year student- and diploma-qualified teachers perceived acts of
physical bullying to be more serious than verbal or relational bullying to a greater extent than did
degree-qualified teachers. Degree-qualified teachers were less susceptible to bullying type and indicated
they would be more likely to intervene than the other three groups. Results are discussed in relation to
their implication for teaching practice and the content of pre-service education.
참고 자료
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