Abstract
Drawing on sociocultural theory, a transdisciplinary, multi-racial team of teacher educators, a social work educator, and a scholar of English and rhetoric, designed a study focused on developing teacher candidates’ understanding of trauma-informed practices during their teacher preparation program. Qualitative data from teacher candidates’ reflections on Critical Incident Descriptions (CID) completed during student teaching reveal their developing understanding of trauma-informed practice with Timing, Maintaining Relationships, Holding High Expectations, and Engaging Students so they Remain in the Classroom as prevalent themes across all CIDs. Findings suggest that Critical Incident Analysis promotes teacher candidates’ reflection practices as they make connections to their understanding of trauma-informed practices.
Recommended Citation
Howell, Penny B.; Thomas, Mary S.; Crosby, Shantel D.; and Scott, Khirsten
(2026)
"Critical Incident Analysis: A methodological approach for Teaching Trauma Informed Practices,"
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children: Vol. 12:
Iss.
1, Article 1.
DOI: https://doi.org/10.61611/2995-5904.1069
Available at:
https://digitalcommons.murraystate.edu/ktej/vol12/iss1/1
Included in
Academic Advising Commons, Accessibility Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Educational Technology Commons, Elementary Education and Teaching Commons, Higher Education Commons, Higher Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Language and Literacy Education Commons, Online and Distance Education Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Secondary Education and Teaching Commons, Social and Philosophical Foundations of Education Commons, Special Education and Teaching Commons