Skip to main content

Advertisement

SpringerLink
Log in

Assessing primary school student-teachers’ pedagogic implementations in child sexual abuse protection education

  • Published:
European Journal of Psychology of Education Aims and scope Submit manuscript

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.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • ACARA [Australian Curriculum, Assessment and Reporting Authority], (2010) Shape of the Australian curriculum, version 2.0. Retrieved 14 February 2011, from www.acara.edu.au/verve/Shape_of_the_Australian_Curriculum.

  • Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing. New York: Addison Wesley Longman.

    Google Scholar 

  • Arnold, L., & Maio-Taddeo, C. (2008). Professionals protecting children: child protection and teacher education in Australia (Vol. 2), Australian Centre for Child Protection (University of South Australia) and DEST [Department Education Science Training]. Adelaide: Magill.

    Google Scholar 

  • Australian Senate (2008) Sexualisation of children in the contemporary media. Standing Committee on Environment, Communications and the Arts. Canberra: Commonwealth of Australia. Retrieved 14 July 2008, from www.aph.gov.au/SENATE/committee/eca_ctte/

  • Baginsky, M. (2000). Training teachers in child protection. Child Abuse Review, 9, 74–81.

    Article  Google Scholar 

  • Baginsky, M. (2003). Newly qualified teachers and child protection. Child Abuse Review, 12, 119–127.

    Article  Google Scholar 

  • Baginsky, M., & Macpherson, P. (2005). Training teachers to safeguard children: developing a consistent approach. Child Abuse Review, 14, 317–330.

    Article  Google Scholar 

  • Baginsky, M (2007) Schools, social services and safeguarding children: past practice and future challenges. Retrieved 7 September 2010, from NSPCC inform [National Society for the Prevention of Cruelty to Children] www.nspcc.org.uk/inform

  • Barber, N. (2005). Practitioner adaptations of strengths-based practice in statutory child protection work. The Australian Institute of Family Studies Newsletter, 13, 10–15.

    Google Scholar 

  • Biggs, J. (1999). Teaching for quality learning at University. Buckingham: Society for Research into Higher Education and Open University Press.

    Google Scholar 

  • Bloom, B. (Ed.). (1956). Taxonomy of educational objectives. Handbook 1: cognitive domain. London: Longman.

    Google Scholar 

  • Braten, I., Stromo, H. L., & Salmeron, L. (2011). Trust and mistrust when students read multiple information sources about climate change. Learning and Instruction, 21, 180–192.

    Article  Google Scholar 

  • Briggs, F. (1986). The response of teacher education curriculum to teachers’ needs relating to child abuse. Journal of Teaching Practice, 6, 5–15.

    Google Scholar 

  • Briggs, F. (2005). Every school’s worst nightmare: child sexual abuse. A. W. Jones Oration. Adelaide: University of Adelaide.

    Google Scholar 

  • Briggs, F., & Hawkins, R. M. F. (1997). Child protection: a guide for teachers and early childhood professionals. Sydney: Allen & Unwin.

    Google Scholar 

  • Brown, A. (2008). Pre-service teachers’ understanding of child abuse and their professional role in child protection. Children Australia, 33(1), 25–32.

    Google Scholar 

  • Carrington, V. (2006). Rethinking middle years: early adolescents, schooling and digital culture. Crow’s Nest: Allen & Unwin.

    Google Scholar 

  • Clarke, M., & Healey, J. (2006). Effectiveness of pre-service child protection training; student teacher attitudes, perceptions and knowledge. International Journal of Practical Experience in Professional Education, 9(1), 46–50.

    Google Scholar 

  • Coleman, S.J. (2009). Following in their teachers’ footsteps: an exploration of student-teachers’ perceptions of their intentionality to teach primary school sexuality education knowledge. BEd Honours thesis. Gold Coast, Queensland: Griffith University

  • Council of Australian Governments. (2009). Protecting children is everyone’s business. National framework for protecting Australia’s children 2009–2020. Canberra: Commonwealth of Australia.

    Google Scholar 

  • DETA [Department of Education, Training and the Arts] (2006) A guide to productive pedagogies classroom reflection manual. Brisbane: The State of Queensland. Retrieved 12 January 2009, from http://education.qld.gov.au/public_media/reports/curriculum-framework/productivepedagogies/pdf

  • Finkelhor, D. (2005). The main problem is underreporting child abuse and neglect. In D. Loseke, R. Gelles, & M. Cavanaugh (Eds.), Current controversies on family violence (2nd ed., pp. 299–310). Thousand Oaks: Sage.

    Google Scholar 

  • Goldman, J. D. G. (2005). Student-teachers’ learning about child sexual abuse strategies for primary school: an exploratory study of surface and deep learning. Sex Education: Sexuality, Society and Learning, 5(1), 79–92.

    Google Scholar 

  • Goldman, J. D. G. (2006a). Web-based designed activities for young people in health education: a constructivist approach. Health Education Journal, 65, 14–27.

    Article  Google Scholar 

  • Goldman, J. D. G. (2006b). Developing higher level thinking in sexuality education for young people. Educational Theory and Practice, 28, 83–95.

    Google Scholar 

  • Goldman, J. D. G. (2007). Primary school student-teachers’ knowledge and understandings of child sexual abuse and its mandatory reporting. The International Journal of Educational Research, 46, 368–381.

    Article  Google Scholar 

  • Goldman, J. D. G. (2008). Responding to parental objections to school sexuality education: a selection of 12 objections. Sex Education, Sexuality, Society and Learning, 8, 417–441.

    Google Scholar 

  • Goldman, J. D. G. (2010). The new sexuality education curriculum for Queensland primary schools. Sex Education: Sexuality, Society and Learning, 10(1), 47–66.

    Google Scholar 

  • Goldman, J. D. G., & Bradley, G. L. (2001). Sexuality education across the lifecycle in the new millennium. Sex Education, Sexuality, Society and Learning, 1, 197–218.

    Google Scholar 

  • Goldman, R., & Goldman, J. D. G. (1982). Children’s sexual thinking. London: Routledge & Kegan Paul.

    Google Scholar 

  • Goldman, J. D. G., & Grimbeek, P. (2008). Student-teachers’ understanding of policy behavioural directives concerning the reporting of child sexual abuse: findings from one Australian state. Educational Research, 50, 291–305.

    Article  Google Scholar 

  • Goldman, J. D. G., & Padayachi, U. K. (1997). The prevalence and nature of child sexual abuse in Queensland, Australia. The International Journal of Child Abuse and Neglect, 21, 489–498.

    Article  Google Scholar 

  • Goldman, J. D. G., & Torrisi-Steele, G. (2004). Education about child sexual abuse on interactive multimedia CD-Rom for undergraduate teachers. Health Education Journal, 63, 127–144.

    Article  Google Scholar 

  • Goldman, J. D. G., & Torrisi-Steele, G. (2005). Pedagogical design considerations in sex education on interactive multimedia on CD-Rom. Sex Education: Sexuality, Society and Learning, 5, 214.

    Google Scholar 

  • Greytak, E. A. Are teachers prepared? Predictors of teachers’ readiness to serve as mandated reporters of child abuse. PhD thesis, University of Pennsylvania, (2009)

  • Halstead, J. M., & Reiss, M. I. (2003). Values in sex education: from principles to practice. London: RoutledgeFalmer.

    Book  Google Scholar 

  • Hogan, T. (2007). Education assessment. Hoboken: Wiley Jossey-Bass.

    Google Scholar 

  • HPECT [Health and Physical Education Curriculum Team]. (2007). Sexual and reproductive health education in Queensland State Schools. Summary Report. Curriculum Division, Education Queensland. Brisbane: The State of Queensland.

    Google Scholar 

  • Light, G., & Cox, R. (2001). Learning and teaching in higher education. London: Paul Chapman Publishing.

    Google Scholar 

  • MacIntyre, D., Carr, A., & Lawler, M. (2000). Development of the stay safe programme. Child Abuse Review, 9, 200–216.

    Article  Google Scholar 

  • Macleod, J., & Nelson, G. (2000). Programs for the promotion of family wellness and the prevention of child maltreatment: a meta-analytic review. Child Abuse and Neglect: The International Journal, 24, 1127–1149.

    Article  Google Scholar 

  • McCallum, F (2003) Using mentored learning to support pre-service teachers in child protection. Paper presented at the NZARE/AARE [New Zealand/Australian Association of Educational Research] Conference, Auckland, 29 November–2 December 2003

  • McKee, B. E., & Dillenburger, K. (2010). Child abuse and neglect: training needs of student teachers. International Journal of Educational Research, 48(5), 320–330.

    Article  Google Scholar 

  • Orlich, D. O., Harder, R. J., Callahan, R. C., & Gibson, H. W. (2001). Teaching strategies: A guide to better instruction (6th ed.). New York: Houghton Mifflin.

    Google Scholar 

  • Reading, R., Bissell, S., Goldhagen, J., Harwin, J., Masson, J., Moynihan, S., et al. (2009). Promotion of children’s rights and prevention of child maltreatment. The Lancet, 373, 332–341.

    Article  Google Scholar 

  • Renold, E. (2005). Girls, boys and junior sexualities: exploring children’s gender and sexual relations in the primary school. London: RoutledgeFalmer.

    Google Scholar 

  • Sanderson, J. (2004). Child-focused sexual abuse prevention programs: how effective are they in preventing child sexual abuse? Research and issues paper no. 5. Brisbane: Crime and Misconduct Commission.

    Google Scholar 

  • Sinkinson, M. (2009). ‘Sexuality isn’t just about sex’: pre-service teachers’ shifting constructs of sexuality education. Sex Education: Sexuality, Society and Learning, 9(4), 421–436.

    Google Scholar 

  • Sorrell, M. (2000) Trend of the world as we know it… is American. The Australian, 8 February, p. 27.

  • Tomison, A. M., & Poole, L. (2000). Preventing child abuse and neglect: findings from an Australian audit of prevention programs. Melbourne: National Child Protection Clearinghouse, Australian Institute of Family Studies.

    Google Scholar 

  • Trickett, P. K., & Putnam, F. W. (2006). Impact of child sexual abuse on females: toward a developmental, psychobiological integration. Psychological Science, 4(2), 81–87.

    Article  Google Scholar 

  • UNCRC [United Nations Convention on the Rights of the Child] (1990). Adopted by the United Nations General Assembly 20 November, 1989, ratified (from 1990 onwards) by all nations except USA and Somalia. Retrieved 15 September 2010, from http://www.unicef.org/crc/

  • UNESCO [United Nations Educational, Scientific & Cultural Organisation] (2009). International technical guidance on sexuality education: An evidence-informed approach for schools, teachers and health educators. 2 Vols. Paris: UNESCO

  • Walsh, K., Rassafiani, M., Mathews, B., Farrell, A., & Butler, D. (2010). Teachers’ attitudes toward reporting child sexual abuse: problems with existing research leading to new scale development. Journal of Child Sexual Abuse, 19(3), 310–336.

    Article  Google Scholar 

  • Wurtele, S. K. (2009). Preventing sexual abuse of children in the twenty-first century: preparing for challenges and opportunities. Journal of Child Sexual Abuse, 18(1), 1–18.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Education, Griffith University, Gold Coast campus, Queensland, Australia, 4222

    Juliette D. G. Goldman

  2. School of Psychological Science, Griffith University, Gold Coast campus, Queensland, Australia, 4222

    Graham L. Bradley

Authors
  1. Juliette D. G. Goldman
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Graham L. Bradley
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Juliette D. G. Goldman.

Additional information

Juliette D. G. Goldman. Faculty of Education, Griffith University, Gold Coast campus, Queensland, Australia 4222. E-mail: j.goldman@griffith.edu.au

Current themes of research:

Student-teachers. Pre-service training. Sexuality education. Education about child sexual abuse.

Most relevant publications in the field of Psychology of Education:

Goldman, J. D. G. (2010). Sexuality Education for young people: A theoretically integrated approach, Educational Research, 52(1), 81–99.

Goldman, J. D. G. (2010). The new sexuality education curriculum for Queensland Primary schools. Sex Education: Sexuality, Society, and Learning, 10(1), 47–66.

Goldman, J. D. G. (2008). Responding to parental objections to school sexuality education: A selection of 12 objections. Sex Education: Sexuality, Society, and Learning, 8(4), 417–441.

Goldman, J. D. G. (2005). Student-teachers’ learning about child sexual abuse strategies for Primary school: An exploratory study of Surface and Deep learning. Sex Education: Sexuality, Society, and Learning, 5(1), 79–92.

Graham L. Bradley. School of Psychological Science, Griffith University, Gold Coast campus, Queensland, 4222, Australia. E-mail: g.bradley@griffith.edu.au

Current themes of research:

Teacher work and wellbeing. Adolescent development. School drop-out and re-entry. Sexuality education.

Most relevant publications in the field of Psychology of Education:

Bradley, G. L. (2007). Job tenure as a moderator of stressor-strain relations: A comparison of experienced and new-start teachers. Work and Stress, 21, 48–64.

Bradley, G. L., & Russell, G. (1997). Computer experience, school support and computer anxieties. Educational Psychology, 17, 267–284.

Goldman, J. D. G., & Bradley, G. L. (1997). The educational experiences of Australian high school dropouts who return to school. International Journal of Lifelong Education, 16(1), 18–38.

Goldman, J. D. G., & Bradley, G. L. (2001). Sexuality education across the lifecycle in the new millennium. Sex Education, 1, 197–217.

This research was supported by a competitive University Faculty of Education Grant.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Goldman, J.D.G., Bradley, G.L. Assessing primary school student-teachers’ pedagogic implementations in child sexual abuse protection education. Eur J Psychol Educ 26, 479–493 (2011). https://doi.org/10.1007/s10212-011-0059-4

Download citation

  • Received:

  • Revised:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10212-011-0059-4

Keywords

Search

Navigation