Transforming Learning Communities: A Transdisciplinary, Trauma-Informed Approach to Classrooms as Communities

• In Event: 64.087 - MTCC Roundtable Session 28
  In Roundtable Session: 64.087-3 - #NeverAgain: Addressing School Violence and Student Trauma in Teacher Preparation

Abstract

The purpose of Transforming Learning Communities project is to prepare candidates for classroom management through attention to learning communities that affirm and support diverse students, including those affected by trauma, through course redesign, field experiences, and research. We designed a transformative, mixed-methods study of trauma-informed teacher preparation for undergraduate candidates, including them as participant researchers. Content on trauma-informed teaching was delivered via four modules in the course and included a photovoice component. Qualitative data from the first semester included assignments and activities. Second semester data included stimulated recall reflections and focus groups. Participant researchers also responded to two surveys. Findings describe what participant researchers understand about trauma-informed teaching practices, and how they will intentionally include these in their learning communities.

Authors

• Mary Shelley Thomas, University of Louisville

• Shantel Crosby

• Penny B. Howell, University of Louisville

• Khirsten Lanese Scott, University of Pittsburgh

• Jamie Michelle Smith, University of Louisville

• Sophie Noelle Daneshmand, University of Louisville

• La'Que Deshod Howard Newby, University of Louisville

• Danielle Marie Vincent, University of Louisville