Pre-Service Teachers’ Perceptions about Identifying, Managing and Preventing Cyberbullying

ID: 50342 Type: Full Paper - Book (submit final version now)
  1. Petrea Redmond, University of Southern Queensland, Australia
  2. Jennifer Lock, University of Calgary, Canada
  3. Victoria Smart, University of Southern Queensland, Australia

Monday, March 6 10:45 AM-11:15 AM Location: Bonnell View on map

Presider: Wei-Ying Hsiao, University of Alaska Anchorage, United States

Abstract: Cyberbullying uses technology to deliberately and repeatedly humiliate, harass, or threaten someone with the intention to cause reputational damage, harm, or intimidation. It is a widespread issue that impacts teaching and learning in schools, as well as in the larger community. Cyberbullying has garnered much attention in schools, social media, and also from researchers. Within teacher education programs, how are we preparing pre-service teachers to have the knowledge and skills to identify, manage, and prevent cyberbullying? Drawing on data from online discussions, this paper explores pre-service teachers’ beliefs and perceptions of cyberbullying. Using a constant comparison method, archived online discussions were analyzed. Pre-service teachers’ perceptions and concerns about identifying, managing and preventing cyberbullying are discussed. The paper concludes with three implications for teacher education.


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