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Autor/inn/enYoon, Jina; Bauman, Sheri
TitelTeachers: A Critical but Overlooked Component of Bullying Prevention and Intervention
QuelleIn: Theory Into Practice, 53 (2014) 4, S.308-314 (7 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0040-5841
DOI10.1080/00405841.2014.947226
SchlagwörterBullying; Prevention; Intervention; Teacher Education; Faculty Development; Teacher Effectiveness; Teacher Role; Socialization; Emotional Response; Coping; Behavior Theories; Behavior Patterns; Educational Strategies
AbstractTo complete this special issue on theoretical bases for antibullying efforts in schools, we focus in this article on the importance of teachers and other educators in the ecology of schools. First, we present evidence that teachers are not perceived to be effective at intervening when bullying occurs. Then, using a social motivational lens, we provide an overview of teachers' role as a socializing agent in the classroom and school with a particular emphasis on their influence on bullying behaviors among students. Then we present two theories, the theory of planned behaviors, and the transactional theory of emotions and coping. We believe these theories highlight the complexity of teacher responses and make the case that teachers need more than knowledge of bullying to be effective in their role. We discuss implications for teacher training and professional development. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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