Assessing Primary School Student-Teachers' Pedagogic Implementations in Child Sexual Abuse Protection Education

Autor/inn/en	Goldman, Juliette D. G.; Bradley, Graham L.
Titel	Assessing Primary School Student-Teachers' Pedagogic Implementations in Child Sexual Abuse Protection Education
Quelle	In: European Journal of Psychology of Education, 26 (2011) 4, S.479-493 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-011-0059-4
Schlagwörter	Preservice Teacher Education; Teacher Education Curriculum; Sexual Abuse; Child Abuse; Safety; Cognitive Processes; Teaching Methods; Elementary School Teachers; Student Teachers; Knowledge Base for Teaching; Foreign Countries; Essays; Content Analysis; Australia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Sexueller Missbrauch; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Sicherheit; Cognitive process; Kognitiver Prozess; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Essay; Aufsatzunterricht; Inhaltsanalyse; Australien
Abstract	Teacher-educators need ways of assessing the adequacy of university curriculum and the extent to which student-teachers meet learning objectives. One potentially useful tool is Anderson and Krathwohl's (Addison Wesley Longman, New York, 2001) theoretical framework, which can be applied to assess student-teachers' knowledge types and their cognitive processes in critical pre-service curriculum areas such as child sexual abuse and personal safety. This study aims to illustrate the use of Anderson and Krathwohl's framework in assessing student-teachers' learning of pedagogies in relation to child sexual abuse and personal safety. Participants were a final year cohort of 122 Bachelor of Education (Primary School) students at an Australian university. Student-teachers' essays regarding the pedagogical practices that they would implement in teaching about child sexual abuse and personal safety were content analysed using Anderson and Krathwohl's framework. Pedagogies identified by the student-teachers were unevenly distributed across the cells within the theoretical framework. Well-represented pedagogies tended to reflect mid-level cognitive processes (those of understand, apply, and analyse), and low to mid-level knowledge types (those of factual, conceptual, and procedural). Under-represented were pedagogies reflecting higher-level cognition such as creating (in all four knowledge types) and evaluation (of factual and conceptual knowledge). The findings provide a basis for assessing the adequacy of current university teacher-education curriculum structures. Student-teachers' understandings of under-used theoretical and pedagogical strategies can be identified as a guide to enhance their cognitive processes and knowledge dimensions. This study illustrates a method that has applicability as a diagnostic and assessment tool across a wide range of pre-service teacher education curriculum areas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10