Locating child protection in preservice teacher education

Walsh, Kerryann, Laskey, Louise, McInnes, Elspeth, Farrell, Ann, Mathews, Ben and Briggs, Freda 2011, Locating child protection in preservice teacher education, Australian journal of teacher education, vol. 36, no. 7, pp. 31-58.

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Title Locating child protection in preservice teacher education
Author(s) Walsh, Kerryann
Laskey, Louise
McInnes, Elspeth
Farrell, Ann
Mathews, Ben
Briggs, Freda
Journal name Australian journal of teacher education
Volume number 36
Issue number 7
Start page 31
End page 58
Total pages 28
Publisher Social Science Press
Place of publication Katoomba, N.S.W.
Publication date 2011
ISSN 1835-517X
0313-5373
Summary A recent report delivered by the Australian Centre for Child Protection has highlighted the need for empirical evidence of effective pedagogies for supporting teaching and learning of child protection content in Australian teacher education programs (Arnold & Maio-Taddeo, 2007). This paper advances this call by presenting case study accounts of different approaches to teaching child protection content in University-based teacher education programs across three Australian States. These different cases provide a basis for understanding existing strategies as an important precursor to improving practice. Although preschool, primary and secondary schools have been involved in efforts to protect children from abuse and neglect since the 1970s, teacher education programs, including preservice and inservice programs, have been slow to align their work with child protection agendas. This paper opens a long-overdue discussion about the extent and nature of child protection content in teacher education and proposes strategies for translating research into practice.
Language eng
Field of Research 130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2011, Social Science Press
Persistent URL http://hdl.handle.net/10536/DRO/DU:30036900

Document type: Journal Article
Collections: School of Education
Higher Education Research Group
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