Locating Child Protection in Preservice Teacher Education
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| Title: | Locating Child Protection in Preservice Teacher Education |
|---|---|
| Language: | English |
| Authors: | Walsh, Kerryann, Laskey, Louise, McInnes, Elspeth, Farrell, Ann, Mathews, Ben, Briggs, Freda |
| Source: | Australian Journal of Teacher Education. Jul 2011 36(7):31-58. |
| Availability: | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ajte.education.ecu.edu.au |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Teacher Education Programs, Child Abuse, Child Safety, Child Welfare, Teacher Role, Foreign Countries, Case Studies, Agency Cooperation, Educational Policy, Social Justice, Course Content, Child Neglect, Teacher Educators |
| Geographic Terms: | Australia |
| ISSN: | 0313-5373 |
| Abstract: | A recent report delivered by the Australian Centerer for Child Protection has highlighted the need for empirical evidence of effective pedagogies for supporting teaching and learning of child protection content in Australian teacher education programs (Arnold & Mai-Taddeo, 2007). This paper advances this call by presenting case study accounts of different approaches to teaching child protection content in University-based teacher education programs across three Australian States. These different cases provide a basis for understanding existing strategies as an important precursor to improving practice. Although preschool, primary and secondary schools have been involved in efforts to protect children from abuse and neglect since the 1970s, teacher education programs, including preservice and in service programs, have been slow to align their work with child protection agendas. This paper opens a long-overdue discussion about the extent and nature of child protection content in teacher education and proposes strategies for translating research into practice. (Contains 1 figure and 4 tables.) |
| Abstractor: | As Provided |
| Number of References: | 106 |
| Entry Date: | 2011 |
| Accession Number: | EJ936998 |
| Database: | ERIC |
| Abstract: | A recent report delivered by the Australian Centerer for Child Protection has highlighted the need for empirical evidence of effective pedagogies for supporting teaching and learning of child protection content in Australian teacher education programs (Arnold & Mai-Taddeo, 2007). This paper advances this call by presenting case study accounts of different approaches to teaching child protection content in University-based teacher education programs across three Australian States. These different cases provide a basis for understanding existing strategies as an important precursor to improving practice. Although preschool, primary and secondary schools have been involved in efforts to protect children from abuse and neglect since the 1970s, teacher education programs, including preservice and in service programs, have been slow to align their work with child protection agendas. This paper opens a long-overdue discussion about the extent and nature of child protection content in teacher education and proposes strategies for translating research into practice. (Contains 1 figure and 4 tables.) |
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| ISSN: | 0313-5373 |
