Developing Trauma-Informed Teacher Education in England

Autor/inn/en	Boylan, Mark; Truelove, Lynne; Pearse, Sally; O'Brien, Sue; Sheehan, Helen; Cowell, Tony; Long, Eleanor
Titel	Developing Trauma-Informed Teacher Education in England
Quelle	In: London Review of Education, 21 (2023) 1, Artikel 29 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Boylan, Mark) ORCID (Truelove, Lynne) ORCID (Pearse, Sally) ORCID (O'Brien, Sue) ORCID (Sheehan, Helen) ORCID (Cowell, Tony) ORCID (Long, Eleanor)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8460
Schlagwörter	Foreign Countries; Trauma Informed Approach; Preservice Teacher Education; Teacher Educators; Educational Development; Barriers; Educational Change; Educational Policy; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Teacher education; Education; Lehrerbildung; Bildungsentwicklung; Bildungsreform; Politics of education; Bildungspolitik
Abstract	Trauma-informed practice in education is an area of growing interest in England and internationally. Embracing trauma-informed practice in schools requires trauma and related content to be included in teacher education. Over a period of eight years, a short course was developed and incorporated into the teacher preparation programmes at a large university in England. Through methods of teacher educator self-study and autoethnography, we examine the process of the course's development and identify mechanisms, enablers and barriers to change in the current policy context of teacher education in England. Important factors that supported change were the gradual development, external collaboration, positive outcomes as a warrant and source of motivation, the development of champions and enthusiasts for trauma-informed practice, and departmental leadership support. Barriers to the development were the constraints of prescribed content on initial teacher education courses, prevailing practices in some schools and settings, challenges in adapting material suitably for all education phases, and some beginning teachers' responses to personally relevant course content. The successful introduction of the short course demonstrates that inclusion of trauma-informed content in initial teacher education is possible even in an unfavourable policy environment. (As Provided).
Anmerkungen	UCL Press. University College London (UCL), Gower Street, London WC1E 6BT, UK. email: uclpresspublishing@ucl.ac.uk; Web site: https://www.uclpress.co.uk/pages/london-review-of-education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01