Teacher Identity and Bullying--Perspectives from Teachers during Bullying Prevention Professional Development
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| Title: | Teacher Identity and Bullying--Perspectives from Teachers during Bullying Prevention Professional Development |
|---|---|
| Language: | English |
| Authors: | Anne Drescher (ORCID |
| Source: | International Journal of Bullying Prevention. 2024 6(3):355-369. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A190238 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | 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 |
| DOI: | 10.1007/s42380-023-00201-w |
| ISSN: | 2523-3653 2523-3661 |
| 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. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | EJ1444562 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 2523-3653 2523-3661 |
| DOI: | 10.1007/s42380-023-00201-w |
