Concordance in peer victimization-related beliefs across parents and in-service and preservice early childhood teachers

Garner, Pamela W.; Parker, Tameka S.; Dortch, Marlon K.

doi:10.1080/03004430.2016.1186017

Cited by 5 publications

(1 citation statement)

References 59 publications

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“…. help them learn to stand up for themselves” (Garner, 2017; Garner et al, 2017). Likewise, preservice teachers tended to agree or strongly agree with statements capturing dismissive beliefs toward victimization such as “compared to all of the other problems boys/girls have, being picked on is relatively minor” (Garner, 2017; Garner et al, 2017).…”

Section: Resultsmentioning

confidence: 99%

Preservice Teachers’ Knowledge and Attitudes Toward Bullying: A Systematic Review

Dawes

Gariton

Starrett

et al. 2022

Review of Educational Research

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Preservice teachers will one day be responsible for addressing bullying among their students but their readiness to fulfill this critical role is unknown. This article addressed this line of inquiry by conducting a systematic review assessing preservice teachers’ knowledge, attitudes, sense of responsibility, and confidence to deal with bullying. A total of 42 studies met our inclusion criteria and were included in our review. Results suggest that few preservice teachers understand the hallmarks of bullying. In terms of their attitudes toward bullying, most preservice teachers report they are concerned about bullying, but some still believe it to be a normal part of growing up. Preservice teachers tended to view different forms of bullying as more serious than others, with many considering physical bullying to be the most serious form. Most preservice teachers report feeling responsible for dealing with bullying, yet many do not feel confident in their ability to do so. Implications for future research on preservice teachers, teacher preparation programs, and future efforts to reduce bullying in schools are discussed.

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