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Individual and Contextual Factors Shaping Teachers’ Attitudes and Responses to Bullying among Young Children: Is Education Important?
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  • Individual and Contextual Factors Shaping Teachers’ Attitudes and Responses to Bullying among Young Children: Is Education Important?
  • Individual and Contextual Factors Shaping Teachers’ Attitudes and Responses to Bullying among Young Children: Is Education Important?
저자명
Philippa Small,Cathrine Neilsen-Hewett,Naomi Sweller
간행물명
Asia-Pacific journal of research in early childhood educationKCI
권/호정보
2013년|7권 3호(통권14호)|pp.69-101 (33 pages)
발행정보
환태평양유아교육연구학회|한국
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정기간행물|ENG| 이미지(0.23MB)
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유아교육학
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서지반출

영문초록

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.

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