Pre-Service Special Education Teachers' Professionalism and Preparation in Terms of Child Sexual Abuse

Autor/inn/en	Al-Zboon, Eman; Ahmad, Jamal
Titel	Pre-Service Special Education Teachers' Professionalism and Preparation in Terms of Child Sexual Abuse
Quelle	In: European Journal of Special Needs Education, 31 (2016) 1, S.13-26 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2015.1087126
Schlagwörter	Foreign Countries; Preservice Teachers; Student Teachers; Special Education Teachers; Professionalism; Child Abuse; Sexual Abuse; Qualitative Research; Research Methodology; Semi Structured Interviews; Student Teacher Attitudes; Childrens Rights; Disabilities; Attitudes toward Disabilities; Preservice Teacher Education; Jordan + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Professionalität; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Sexueller Missbrauch; Qualitative Forschung; Research method; Forschungsmethode; 'Children''s rights'; Kindesrecht; Handicap; Behinderung; Lehramtsstudiengang; Lehrerausbildung
Abstract	This study aimed at examining Jordanian pre-service special education teachers' professionalism and preparation on the topic of child sexual abuse (CSA). Qualitative research data from interviews with 20 pre-service special education teachers were analysed using thematic analysis. The results showed that these participants generally hold avoiding behaviour toward speaking about CSA as it is an unspoken taboo. Participants also hold low levels of professionalism on the topic of CSA. The results also demonstrate that they felt that their preparation programme is inadequate and desired more content and pedagogy courses that relate to CSA. Implications and recommendations are presented in light of the study findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01