Bringing Trauma-Informed Practices to Teacher Preparation

• In Event: AERA Poster Session 14
  In Poster Session: Multidisciplinary Perspectives on Teacher Education Innovation and Policy

Abstract

Many educators acknowledge the need to better understand and respond to trauma in children and are eager to learn these practices. Time constraints and other competing initiatives and requirements, however, regularly push this professional development to the back burner in teacher preparation. To address this challenge University A and its community-based partners at PDiC and NPNO are simultaneously building the capacity of current teacher candidates, their university faculty, and mentor teachers to understand and embedding trauma-informed practices in university teaching and in interactions with PreK-12 students. This session shares aspects of the program development and implementation of this tri-party, university and community partnership, to address the challenges of trauma in schools from a culturally responsive lens.

Authors

• Ofelia Schepers, Metropolitan State University of Denver

• Kathryn S. Young, Metropolitan State University of Denver