Teasing appears to have a significant impact on school culture. However, little agreement exists on the definition of teasing and how to differentiate the behaviour from other forms of social interaction (e.g., bullying). And given the ambiguous nature of teasing, it is not surprising that teachers may find it challenging to discern between children’s teasing behaviors and other forms of social interactions (e.g., bullying) (Mooney, Creeser, & Blatchford, 1991). Significantly, minimal research attention has focused on teachers’ perceptions of teasing (Newman & Murray, 2005; Smith et al., 2010). This qualitative research project sought the perceptions of five experienced teachers who shared their personal experiences and history of childhood teasing as well as their insights of teasing while working within a religious-based school culture (additionally 111 elementary age children also participated in this study). One goal of the research was to examine the potential influence of teachers’ histories with teasing, and the potential impacts of perceptions and beliefs on pedagogy. Additionally, as the research was conducted within a spiritual/religious based schooling system, the study also sought an understanding of the ways in which teachers’ pedagogical decisions are affected by a religious based curriculum when addressing teasing in the classroom.
|Keywords:||Teasing, Perceptions, Young Children, Teachers|
Assistant Professor, Department of Graduate & Undergraduate Studies, Faculty of Education, Brock University, St. Catharines, Ontario, Canada
Research Assistant, Graduate & Undergraduate, Brock University, St Catharines, Ontario, Canada
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