Trauma-informed approaches and practices are becoming increasingly more common in schools. The lack of standardized content of trauma-informed practices presents challenges for schools and school districts on deciding both what content to provide and how to provide it. This study reviews the Culturally Responsive, Trauma-informed Educator Identity framework, as well as a framework for effective professional development, by surveying in-service teachers enrolled in a master’s program on trauma-informed practices who describe their professional development needs.
Wells, Tommy; Chimka, Madeline; and Gee, Vanessa
"Teacher Perspectives of Professional Development Needs on Trauma-informed Practices,"
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children: Vol. 9:
1, Article 2.
Available at: https://digitalcommons.murraystate.edu/ktej/vol9/iss1/2