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What is Known about Initial Teacher Education for Child Protection? A Protocol for a Systematic Scoping Review

Year 2019, , 19 - 34, 15.02.2019
https://doi.org/10.12973/ijem.5.1.19

Abstract

Child maltreatment is a serious problem, worldwide. Children and young people who have experienced maltreatment face multiple physical and mental health challenges which hinder their success at school and these adverse experiences makes them more challenging to teach than their non-maltreated peers. Increasingly, teachers are considered as an important part of the wider the child protection workforce as they are well-placed to intervene and prevent further harm. To fulfil this role effectively, teachers require requisite training beginning in initial teacher education programs. This paper is a protocol for a systematic scoping review that asks: “What is known about preservice/initial teacher education for child protection?”  Systematic scoping reviews are worthwhile and necessary in fields where research is diverse and needing of synthesis to identify strengths in the body of evidence and identify gaps to set new research directions. We will draw on Askey and O’Malley’s six-stage scoping review methodology to assess the scope, range, and nature of research activity on this topic. We will add an innovative seventh stage involving a commitment to disseminating and applying knowledge generated from the review. The research question has been established, and key terms defined (Stage 1). The search strategy has been devised, and searches have been run (Stage 2). Round 1 screening of titles and abstracts is completed and full text screening is currently in progress (Stage 3). To our knowledge this is the first attempt to systematically map the empirical literature on child protection in pre-service teacher education. When completed, this systematic scoping review will offer a comprehensive, transparent, and replicable way to assess the full scope of empirical research on this important topic of utmost educational relevance.

References

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Year 2019, , 19 - 34, 15.02.2019
https://doi.org/10.12973/ijem.5.1.19

Abstract

References

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  • Forsman, H., & Vinnerljung, B. (2012). Interventions aiming to improve school achievements of children in out-of-home care: A scoping review. Children & Youth Services Review, 34(6), 1084-1091. doi: 10.1016/j.childyouth.2012.01.037
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  • Herrenkohl, T. I., Hong, S., Klika, J. B., Herrenkohl, R. C., & Russo, M. J. (2013). Developmental impacts of child abuse and neglect related to adult mental health, substance use, and physical health. Journal of Family Violence, 28(2), doi:10.1007/s10896–012–9474–9
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  • Lewin S, Booth A, Glenton C, Munthe-Kaas H, Rashidian A, Wainwright M, … Noyes J. (2018). Applying GRADE-CERQual to qualitative evidence synthesis findings: introduction to the series. Implementation Science, 13(Suppl 1)(2), 1-10. doi: 10.1186/s13012-017-0688-3
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There are 71 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Kerryann Walsh This is me

Sarah Howard This is me

Kirstine Hand This is me

Lesley Ey This is me

Angela Fenton This is me

Chrystal Whiteford This is me

Publication Date February 15, 2019
Published in Issue Year 2019

Cite

APA Walsh, K., Howard, S., Hand, K., Ey, L., et al. (2019). What is Known about Initial Teacher Education for Child Protection? A Protocol for a Systematic Scoping Review. International Journal of Educational Methodology, 5(1), 19-34. https://doi.org/10.12973/ijem.5.1.19