Determination of Pre-service Teachers’ Sensitivity to Violence Against Children

Kula, Sultan Selen; Akbulut, Omer Faruk

doi:10.14689/ejer.2021.92.10

Cited by 6 publications

(8 citation statements)

References 27 publications

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“…These findings come up from the studies of Finally, the most prominent professional negative effects that this study arrived at are: no desire to go to work or teach the students, desire to quit the job or the school, feelings of being a failure, unwillingness to participate in school activities, disinterest in activities with other teachers. The studies of (Bester et al 2017;Özgür 2020;Burger & Bachmann 2020;Kula & Akbulut 2020) arrived at similar results in different countries using different methods and samples. As victimized teachers felt extremely unsafe after cyber-attacks and damaged their reputations, they tried to adopt some procedures to eliminate these adverse effects or cope with them.…”

Section: Theme 4: Strategies For Overcoming Cyber-bullying Effectsmentioning

confidence: 75%

Students' Cyber-bullying of Secondary Schools Teachers as A Form of Social Exclusion in Saudi Arabia since the Outbreak of COVID-19

Ismail¹

2020

مجلة کلیة التربیة . جامعة طنطا

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Few previous studies conducted in the USA, UK, and other foreign countries suggest that many teachers worldwide are cyber-bullied by students. However, teachers lack experience and interpretations of the causes of cyber-bullying as well as coping strategies. Therefore, the current study attempted to extensively focus on the nature and manifestation of the phenomenon in Arab countries such as Saudi Arabia. In addition, it aimed to raise awareness of cyberbullying causes, different forms of cyber-attacks against teachers, consequences, social problems, and harms caused, along with determining the procedures and actions taken by victimized teachers to cope with this phenomenon or overcome its devastating effects on them. In order to shed light on this sensitive experience, the study depended on a structured interview form using the criteria sampling technique and snowball sampling technique in order to get sufficient insight into the phenomenon's causes, types, effects, and coping strategies. Furthermore, a pilot study was conducted on Saudi secondary school students to determine the real motives for their cyber-attacks against teachers .The study's findings are consistent with the previous studies. Teachers in Saudi secondary schools suffer from persistent and repeated cyber-attacks from their students for various reasons and in different forms due to modernization processes on a large scale in Saudi Arabia that caused a radical change in this community and the appearance of new behavioral patterns with adverse effects due to misusing Information Technology. Besides, a variety of social networks (Facebook, Twitter, you tube, and G+) can spread humiliating and defaming materials among millions in seconds.

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Section: Theme 4: Strategies For Overcoming Cyber-bullying Effectsmentioning

confidence: 75%

Students' Cyber-bullying of Secondary Schools Teachers as A Form of Social Exclusion in Saudi Arabia since the Outbreak of COVID-19

Ismail¹

2020

مجلة کلیة التربیة . جامعة طنطا

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“…For example, in the study, as the output of this learning, teacher candidates were able to explain the historical development of inclusive education from dehumanization onwards and the students it considers. In fact, in the studies in the literature (Akbulut et al, 2021;Bayram, 2019;Eşici & Doğan, 2020;Kula, 2020), the students that this education takes into account could be defined as a result of learning about inclusive education. Similarly, the interviewed participants who received inclusive education were able to express the aims of this approach and what to do for its qualified realization.…”

Section: Discussionmentioning

confidence: 99%

“…Similarly, the interviewed participants who received inclusive education were able to express the aims of this approach and what to do for its qualified realization. It was revealed in the literature that teacher candidates were able to explain the aims of this training (Akbulut et al, 2021;Eşici & Doğan, 2020;Ketenoğlu-Kayabaşı, 2022;Kula, 2020) and what to do for its successful implementation (Eşici & Doğan, 2020;Ketenoğlu-Kayabaşı, 2022;Kula, 2020). In addition, the participants recommended that the inclusive education course should be application-based, compulsory, and of longer duration.…”

Section: Discussionmentioning

confidence: 99%

“…The inservice training aims to support the professional development of teachers with its activity-oriented practices and to make it a skill to use student-centered methodstechniques (MoNE, 2022). While practicing their profession, teachers need to exhibit positive and inclusive attitudes and behaviors towards students with different characteristics (Boer et al, 2011;Kula, 2020). In addition, since they carry out more effective practices for inclusive education (Banks, 2010); teacher candidates to receive training on this approach before service.…”

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confidence: 99%

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Investigation of Teacher Candidates' Awareness towards Inclusive Education

Gülay¹,

Altun²

2023

Kuramsal Eğitimbilim

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This study aimed to examine the awareness of teacher candidates towards inclusive education. This mixed method study was performed with the convergent parallel mixed pattern. The sample of quantitative part of the study consisted of 708 teacher candidates in an education faculty determined by criterion sampling. The study group of the qualitative part of the research is 14 teacher candidates (preservice teachers) selected from among these participants. The research data were collected with Awareness Scale for Inclusive Education and Interview Form for Evaluation of Inclusive Education Course. The scale data were analyzed by descriptive and inferential statistics, and the semi-structured interview data were analyzed by content analysis. The results revealed that the awareness of teacher candidates’ inclusive education was at a moderate level. In addition, the awareness level of the participants who had inclusive education training was higher than the participants who did not, and the female participants had higher awareness compared to the male participants. The interview results revealed that training on inclusive education increased teacher candidates’ awareness of its history, aims, the students it encompasses, and its applications. According to the results of the research, it has been suggested to expand the inclusive education provided to teachers before and during the service.

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“…In this respect, teachers' knowledge of violence behaviors and effects, their ability to recognize violence and their sensitivity to prevent violence are important dimensions in preventing violence against children (Baginsky, 2003;Fayez et al, 2014;Kenny, 2001;Walsh et al, 2008) because teachers are the people who can directly affect the development of children (McKee & Dillenburger, (2012). In addition, the trainings of teachers about violence against children for parents can be an important opportunity to prevent violence against children (Kula & Akbulut, 2021).…”

Section: Discussionmentioning

confidence: 99%

Perceptions and Recommendations of Foreign Language Teachers to Prevent Children Violence and Abuse: A Case Study in Tishk International University Students in Erbil, Iraq

Çelik

Yildiz

Bilgin

2022

PEC

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Violence and abuse against children are important social issues for teachers. The aim of this study was to determine the perceptions of foreign language students, regarding violence and abuse against children, and their suggestions for preventing violence. The research was designed in the case study pattern, which is a qualitative research method. The study group of the research consists of 82 first year and second year foreign language pre-service teachers studying at Tishk International University, Faculty of Education, and voluntarily agreeing to participate in the research. The data of the study were obtained by using the structured “Recommendations Form for Preventing Violence and Abuse Against Children” developed by the researchers. Written data were analyzed by content analysis method. 82 students from first and second years at Education Faculty were interviewed and their opinions were taken. There were some subheadings during the survey: family, laws, national and international non-governmental organizations, schools and teachers, society, media, and art. They expressed their opinions about what the functions of these organs should be to prevent the violence and abuse against children. The pre-service teachers attached important duties to each of these organs separately. It is concluded that the prevention of violence and abuse against children can only be achieved in cooperation and separate duties of these organs. It is also recommended that courses and training that will provide pre-service teachers with knowledge, skills and awareness about violence and abuse against children should be placed in the curriculum as compulsory in education faculties. Keywords: violence and abuse against child, prevention of abuse, foreign language pre-service teacher

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Determination of Pre-service Teachers’ Sensitivity to Violence Against Children

Cited by 6 publications

References 27 publications

Students' Cyber-bullying of Secondary Schools Teachers as A Form of Social Exclusion in Saudi Arabia since the Outbreak of COVID-19

Students' Cyber-bullying of Secondary Schools Teachers as A Form of Social Exclusion in Saudi Arabia since the Outbreak of COVID-19

Investigation of Teacher Candidates' Awareness towards Inclusive Education

Perceptions and Recommendations of Foreign Language Teachers to Prevent Children Violence and Abuse: A Case Study in Tishk International University Students in Erbil, Iraq

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