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dc.contributor.authorGoldman, Julietteen_US
dc.contributor.authorGrimbeek, Peteren_US
dc.date.accessioned2017-04-24T10:31:57Z
dc.date.available2017-04-24T10:31:57Z
dc.date.issued2009en_US
dc.date.modified2010-08-13T07:24:24Z
dc.identifier.issn00181560en_US
dc.identifier.doi10.1007/s10734-008-9192-7en_AU
dc.identifier.urihttp://hdl.handle.net/10072/26365
dc.description.abstractMany regional and local Departments of Education in many countries now require their primary school teachers to be mandatory reporters of child sexual abuse. However, many student-teachers are not provided with courses on child protection and its policy requirements during their pre-service university education. So, how do student-teachers source, and develop, their professional information about this important role? This study examines an Australian university cohort of final 4th year bachelor of education primary school student-teachers, asking them to identify and clarify the nature of any relevant professional information they accessed over the 4 years of their teacher education. The results show that, in the absence of formal child protection courses, such professional information was scarce and sporadic. Student-teachers consistently indicated a pattern of not learning about essential Department of Education policies and procedures whilst at university. These results, although disappointing, provide a rationale for university curriculum planners to design appropriate pre-service university training courses that initiate, develop, and enhance student-teachers' professional competencies as mandated reporters of child sexual abuse.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherSpringer Science+Business Mediaen_US
dc.publisher.placeNetherlandsen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom221en_US
dc.relation.ispartofpageto239en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalHigher Educationen_US
dc.relation.ispartofvolume58en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.subject.fieldofresearchcode139999en_US
dc.titleHow university student–teachers for primary school learn about Department of Education Policy on child sexual abuse, and mandatory reporting: the sources of their professional informationen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2009
gro.hasfulltextNo Full Text


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    Contains articles published by Griffith authors in scholarly journals.

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