Teacher Candidates’ Emerging Perspectives on Trauma Informed Teaching

Authors

Mary S. Thomas, University of LouisvilleFollow
Penny B. Howell, University of LouisvilleFollow
Shantel Crosby, University of LouisvilleFollow
Elmedina Brkic, University of LouisvilleFollow
Kaleb Clemons, University of LouisvilleFollow
Lydia McKinley, University of LouisvilleFollow
Sedekia Peter, University of LouisvilleFollow

Abstract

A transdisciplinary team of candidates with teacher and social work educators describe their perspectives of trauma-informed teaching and intentions to use evidence-based practices in classrooms. We studied classroom management from a trauma-informed perspective in the first course in the program, then reflected back on these through a professional learning community created to intentionally focus on trauma informed teaching. We highlight findings around candidates’ perspectives and specific actions they attended to in order to incorporate those practices.

Recommended Citation

Thomas, Mary S.; Howell, Penny B.; Crosby, Shantel; Brkic, Elmedina; Clemons, Kaleb; McKinley, Lydia; and Peter, Sedekia (2019) "Teacher Candidates’ Emerging Perspectives on Trauma Informed Teaching," Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children: Vol. 6: Iss. 1, Article 2.
DOI: https://doi.org/10.61611/2995-5904.1022
Available at: https://digitalcommons.murraystate.edu/ktej/vol6/iss1/2