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Educating teachers in child protection : lessons from research

conference contribution
posted on 2004-01-01, 00:00 authored by Louise LaskeyLouise Laskey
This paper examines research about child protection preparation of teachers. Such research indicates that the nature of the training required to "do the public good" would differ markedly from that which is currently on offer in most teacher education courses. Whilst teachers have the potential to operate as frontline respondents in combating child abuse, the limitations of their training create a situation in which they are "worried, lacking in confidence and stressed about their ability to comply with mandatory reporting legislation" (Bluett, 2002). The consequences to the community are substantial: not only are there disincentives for teachers to participate in child protection roles and the increased likelihood of poor quality reporting, but children subjected to abuse may be unable to access protective services via the school system. The paper distills the findings of recent studies to identify design parameters for effective teacher preparation in child protection. The paper concludes that a program informed by research has the potential to produce enhanced outcomes for children, teachers and the broader community.

History

Event

Australian Association for Research in Education. Conference (2004 : Melbourne, Vic.)

Pagination

1 - 21

Publisher

Australian Association for Research in Education

Location

Melbourne, Victoria

Place of publication

Melbourne, Vic.

Start date

2004-11-28

End date

2004-12-02

ISSN

1324-9339

Language

eng

Publication classification

E2 Full written paper - non-refereed / Abstract reviewed

Copyright notice

2004, AARE

Editor/Contributor(s)

P Jeffery

Title of proceedings

AARE 2004 : Doing the public good : positioning educational research ; AARE 2004 International Education Research conference proceedings

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