Changing Teacher Perceptions and Actions through Trauma-Responsive Professional Development

Autor/inn/en	Smith, Jason A.; Quick, Marilynn
Titel	Changing Teacher Perceptions and Actions through Trauma-Responsive Professional Development
Quelle	In: Journal of Organizational and Educational Leadership, 8 (2023) 3, Artikel 2 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Middle School Teachers; Middle School Students; Teacher Response; Child Behavior; Trauma Informed Approach; Faculty Development; Teacher Attitudes; Teacher Behavior; Attitude Change; Behavior Change; Behavior Problems; Student Experience; Student Attitudes; Knowledge Level; Leadership; Access to Health Care; Educational Policy; Educational Practices; Family Involvement; Family School Relationship + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Lehrerkommentar; Lehrerverhalten; Teacher behaviour; Attitudinal change; Einstellungsänderung; Studienerfahrung; Schülerverhalten; Wissensbasis; Führung; Führungsposition; Politics of education; Bildungspolitik; Bildungspraxis
Abstract	Most teachers are not trained on how to support students who struggle with trauma. Childhood trauma not only impacts a teacher's ability to teach, but also threatens their students' futures. The purpose of this qualitative study was to investigate teachers' perceptions and actions when they participated in trauma professional development. Interviews were conducted with 5 teachers and 10 students in a Midwestern urban intermediate/middle school. By the end of the study, teachers stated that they had begun responding to disruptions in more child-centered approaches, and students noticed that their teachers began treating all students more equitably in trauma-informed manners. The implications from this study are that educating teachers on the impact of childhood trauma can change the way that teachers perceive and react to dysregulated students. Another implication is that changing teachers' beliefs, perceptions, and attitudes can be difficult if teachers retain a deficit-thinking focus. (As Provided).
Anmerkungen	School of Education at Gardner-Webb University. P.O. Box 7304, Bolling Springs, NC 28017. Tel: 704-406-4295; e-mail: library@gardner-webb.edu; Web site: http://digitalcommons.gardner-webb.edu/joel/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01