Teacher Identity and Bullying--Perspectives from Teachers during Bullying Prevention Professional Development

Autor/inn/en	Drescher, Anne; Milarsky, Tracey Kenyon; Clements, Graceson; El Sheikh, America J.; Hannebutt, Rachel; Robinson, Luz E.; Graves, Katherine A.; Valido, Alberto; Espelage, Dorothy L.; Rose, Chad
Titel	Teacher Identity and Bullying--Perspectives from Teachers during Bullying Prevention Professional Development
Quelle	(2023), (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Drescher, Anne) ORCID (Clements, Graceson) ORCID (Robinson, Luz E.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bullying; Prevention; Faculty Development; Special Education Teachers; Students with Disabilities; Racial Differences; Ethnicity; Gender Differences; Age Differences; Cultural Influences; Social Influences; Teacher Attitudes; Parent Role; Peer Relationship; Teacher Role; Online Courses + Suchen Sie Ihr Suchwort? Mobbing; Prävention; Vorbeugung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Rassenunterschied; Ethnizität; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Cultural influence; Kultureinfluss; Sozialer Einfluss; Lehrerverhalten; Parental role; Elternrolle; Peer-Beziehungen; Lehrerrolle; Online course; Online-Kurs
Abstract	This article presents an analysis of qualitative data collected from general and special education teachers (n = 36) participating in a four-module professional development training focused on preventing bullying among students with disabilities. Analysis was driven by Braun and Clarke (Qualitative Research in Psychology 3:77-101, 2006) six step process for thematic analysis. We report on four major themes: (1) the effect of teachers' identities, including race, gender, age, and cultural and social backgrounds; (2) teacher perspectives of the role of parents in bullying prevention; (3) teacher views concerning bullying between students and best practices for responding to reports of bullying in schools; (4) the influence of sociocultural factors on bullying in classrooms. Taken together, these themes suggest that teachers reflect on their role as the "kind of teacher" that prevents bullying, which has implications for the students within their classroom. Results inform best practices for the design and delivery of instructional programs and workshops that consider teacher identity and create environments that better support teachers in preventing and responding to bullying in their classrooms. [This is the online version of an article published in "International Journal of Bullying Prevention."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01