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

, University of Southern Queensland, Australia ; , University of Calgary, Canada ; , University of Southern Queensland, Australia

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

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.

Citation

Redmond, P., Lock, J. & Smart, V. (2017). Pre-Service Teachers’ Perceptions about Identifying, Managing and Preventing Cyberbullying. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1057-1064). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved October 17, 2019 from .

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