Sources of Knowledge of Departmental Policy on Child Sexual Abuse and Mandatory Reporting Identified by Primary School Student-Teachers

Autor/inn/en	Goldman, Juliette D. G.; Grimbeek, Peter
Titel	Sources of Knowledge of Departmental Policy on Child Sexual Abuse and Mandatory Reporting Identified by Primary School Student-Teachers
Quelle	In: Educational Review, 63 (2011) 1, S.1-18 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
Schlagwörter	Sexual Abuse; Child Abuse; Politics of Education; Educational Policy; Student Teachers; Knowledge Level; Child Welfare; Foreign Countries; Audits (Verification); Preservice Teacher Education; Australia + Suchen Sie Ihr Suchwort? Sexueller Missbrauch; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Educational policy; Bildungspolitik; Politics of education; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Wissensbasis; Kindeswohl; Ausland; Lehramtsstudiengang; Lehrerausbildung; Australien
Abstract	The introduction of a Department of Education policy on child sexual abuse and mandatory reporting is significant for school teachers. The mandatory reporting of child sexual abuse by school teachers carries wide-ranging and significant implications for the lives of school-aged children, and for the teachers who must implement the policy's requirements, processes and procedures. There is very little literature on student-teachers' pre-service knowledge about such a mandate. Most student-teachers do not receive compulsory university training in Child Protection and its legal requirements. This study audits an Australian cohort of 56 Bachelor of Education (BEd) primary school student-teachers in their final fourth year, on the sources of the professional knowledge they garnered during those four years concerning the Department of Education's policy on child sexual abuse and its mandatory reporting. The results show that such sources of knowledge that were available to student-teachers during their BEd were incidental, sparse and sporadic. These results are cause for concern; however, they may be used to help educators and curriculum planners design effective, appropriate and compulsory pre-service training for student-teachers. (Contains 9 figures.) (As Provided).
Anmerkungen	Routledge. 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 von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10