Teachers need socio-moral competencies to successfully address bias-based bullying: The case for promoting professional ethos
Year: 2024
Type: article
Abstract: This conceptual article proposes a contextualized view of teachers’ professional ethos in the area of school bullying in general and regarding bias-based bullying in particular. I argue that teachers need a contextualized or embedded professional ethos to successfully address bias-based bullying and promote positive social relationships among students. Three objectives relating to the improvement of educational practices in addressing school bullying, particularly bias-based bullying, are pursued. First, with a view to professionalizing teachers, this article attempts to make tangible the abstract concept of professional ethos, a concept largely neglected in contemporary teacher education. Secondly, the contribution synthesizes current knowledge on the phenomenon of bias-based bullying in schools and the role of teachers in the bullying dynamics, highlighting the link between empirical findings and pedagogical practice. Thirdly, I propose a contextualized model as a guide how teachers’ professional ethos in the area of bias-based bullying can be developed and fostered.
Source: Frontiers in Education
Author: Eveline Gutzwiller-Helfenfinger
Institution: Schwyz University of Teacher Education
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,285
OpenAlex ID: W4401813748