Integration of Equity-Centered, Trauma-Informed Education in Preservice Teacher Preparation

• In Event: Fostering Equity in Teacher Preparation: Addressing Racial Literacy, Translanguaging Pedagogy, Professional Dispositions, and Trauma-Informed Practices

Abstract

The incidence of trauma among students in school classrooms is increasing, which can negatively impact their ability to learn. It is critical that teachers have the knowledge and skills to work with students who are impacted by trauma; this can be achieved in teacher preparation programs. This study used case study methodology to understand college instructors’ and field supervisors’ experiences as they integrated equity-centered trauma-informed education in a pre-service teacher preparation program. The findings suggest the integration efforts of the instructors were successful overall. However, trauma-informed classroom management provided the biggest barrier to acceptance and application of equity-centered, trauma-informed concepts in elementary education classrooms. Findings, and implications are discussed.

Authors

• Lynn Burdick, University of Illinois at Urbana-Champaign

• Catherine Corr, University of Illinois at Urbana-Champaign