Teacher Identity and Bullying—Perspectives from Teachers During Bullying Prevention Professional Development

Anne Drescher1, Tracey Kenyon Milarsky2, Graceson Clements1, America J. El Sheikh3, Rachel Hannebutt4, Luz E. Robinson1, Katherine A. Graves2, Alberto Valido1, Dorothy L. Espelage1, Chad Rose2
1School of Education, The University of North Carolina at Chapel Hill, Chapel Hill, USA
2College of Education & Human Development, University of Missouri, Columbia, USA
3College of Education, University of Florida, Gainesville, USA
4College of Education & Human Development, Vanderbilt University, Nashville, USA

Tóm tắt

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.

Tài liệu tham khảo

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