Pre-Service EFL Teachers’ Attitudes towards Reporting Child Sexual Abuse (CSA): A Sample of Turkey
Date
2020
Authors
Journal Title
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Publisher
OPUS Uluslararası Toplum Araştırmaları Dergisi
Abstract
Although it is defined as a form of assault, child sexual abuse bears a number of features that make it
exceptionally hard to diagnose by the children suffering and the adults in their social settings. The
school environment is advantageous to recognize and react to circumstances that risk the prosperity of
children. Therefore, schools must establish a healthy setting for children and must be able to pursue
their growth with the aim of informing authorities about any diagnosed case of vulnerability. Proofs
propose that the asperity of child sexual abuse is likely to increase over time. Thus, prompt diagnosis
or intervention is pivotal in prohibiting sufferers from sexual abuse. Regarding the mentioned issue,
this study inquires the conceptions of pre-service EFL teachers on reporting child sexual abuse. This
study is based on a phenomenographic research method which is a qualitative research methodology
within the interpretive research paradigm. The data of the study were gathered through semistructured interview questions. The participants of the study were fourth class pre-service EFL
teachers (N= 20) studying at a state university in Turkey. The results of the study suggest that preservice EFL teachers are aware of the seriousness of the issue and they tend to report abuse. The
results of the study may supply great help for the researchers in the fields of teacher education, foreign
language teacher education, teacher empowerment, and in-service teacher training, as well as
language teaching departments and the related authorities.
Description
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Article
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Keywords
International Resources, Turkey, child sexual abuse, qualitative research, educators
Citation
Ulum, Ö. G.(2020). Pre-Service EFL Teachers’ Attitudes towards Reporting Child Sexual Abuse (CSA): A Sample of Turkey. OPUS Uluslararası Toplum Araştırmaları Dergisi, 15(23), 1601-1613.