Preservice Teacher Experiences Learning About Childhood Trauma and Motivations for Enacting Responsive Practices

• In Event: AERA Roundtable Session 7
  In Roundtable Session: Trauma, Mindfulness, and Preservice Teacher Preparation

Abstract

Trauma-responsive teaching is a social justice imperative. Growing consensus suggests that teachers should be equipped with requisite knowledge, skills, and perspectives during preservice training; however, few trauma-focused courses or activities are presently offered in teacher education programs and best practices have yet to be established for teacher educators tasked with teaching this uniquely challenging content. No known literature investigates preservice teacher experiences with and perceptions of trauma-focused learning activities, despite their importance for effective course design. We qualitatively analyze written reflections about trauma-focused activities in one course. Findings identify activities and pedagogies that successfully promote learning of trauma-focused material. Further, we find strong indicators of motivation to apply this learning in future teaching. Implications for teacher educators are discussed.

Authors

• Shana E DeVlieger, University of Pittsburgh

• Luciano Dolcini-Catania, University of Pittsburgh