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.
Thomas, Mary S.; Howell, Penny B.; Crosby, Shantel; Brkic, Elmedina; Clemons, Kaleb; McKinley, Lydia; and Peter, Sedekia
"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
, Article 2.
Available at: https://digitalcommons.murraystate.edu/ktej/vol6/iss1/2