Preservice Teacher Burnout: Secondary Trauma and Self-Care Issues in Teacher Education

Autor/inn/en	Miller, Kyle; Flint-Stipp, Karen
Titel	Preservice Teacher Burnout: Secondary Trauma and Self-Care Issues in Teacher Education
Quelle	In: Issues in Teacher Education, 28 (2019) 2, S.28-45 (18 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3031
Schlagwörter	Teacher Burnout; Preservice Teacher Education; Trauma; Emotional Response; Coping; Student Teaching; Barriers; Student Experience; Teacher Student Relationship; Well Being; Mental Health; At Risk Students; Elementary Education + Suchen Sie Ihr Suchwort? Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Lehramtsstudiengang; Lehrerausbildung; Emotionales Verhalten; Bewältigung; Teaching practice; Unterrichtspraxis; Studienerfahrung; Teacher student relationships; Lehrer-Schüler-Beziehung; Well-being; Wellness; Wohlbefinden; Psychohygiene; Elementarunterricht
Abstract	This study examines preservice teacher coursework and interview data related to encountering student trauma, secondary trauma, and the role of self-care during clinical placement experiences. A thematic analysis of the data led to the identification of four main themes: the power of student stories, recognition of the many forms of trauma, preservice teacher burnout, and barriers to integrating self-care. Additionally, our analysis revealed the ways in which preservice teachers experienced secondary trauma as a consequence of forming relationships with students and listening to their stories. Some of the effects of this secondary trauma were mitigated by engaging in self-care, but those preservice teachers who felt they failed at supporting their personal wellness experienced burnout. More troubling, only one preservice teacher recognized self-care's connection to trauma-informed teaching. Our findings reveal the importance of infusing content on trauma, secondary trauma, and self-care in teacher education coursework and the need to provide professional development on trauma-informed teaching for clinical placement school sites. (As Provided).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01