Student Trauma, Trauma-Informed Teaching, and Self-Care in Preservice Teachers' Clinical Experiences

Autor/inn/en	Miller, Kyle; Flint Stipp, Karen; Bazemore-Bertrand, Shamaine
Titel	Student Trauma, Trauma-Informed Teaching, and Self-Care in Preservice Teachers' Clinical Experiences
Quelle	In: Teacher Development, 27 (2023) 1, S.55-74 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2022.2146180
Schlagwörter	Trauma; Trauma Informed Approach; Preservice Teachers; Clinical Experience; Classroom Techniques; Teacher Student Relationship; Elementary Education + Suchen Sie Ihr Suchwort? Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementarunterricht
Abstract	This study examined preservice teacher coursework and experiences related to student trauma, classroom management, and self-care during a junior-year clinical placement (N = 25), as well as through follow-up interviews with a subgroup of participants one year later (N = 8). An inductive, thematic analysis led to the identification of four broad themes related to teacher-student relationships, field-based learning, adopting a philosophy of control versus flexibility, and the professional practice of self-care. All participants observed the impact of trauma in their classrooms, but only a few witnessed trauma-informed strategies that centered relationships and the humanistic side of teaching. Preservice teachers placed in trauma-informed classrooms felt the most prepared to implement trauma-informed strategies, while most preservice teachers questioned their ability to create a positive and responsive space for students who had experienced trauma. Data were used to create a conceptual model of findings to help guide future work with preservice teachers and clinical experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01