Document Type
Article
Publication Title
Teaching Education
Publication Date
2024
Keywords
Trauma-informed teaching, preservice teachers, deficit ideologies, resilience, clinical experiences
Abstract
In response to the growing need for trauma-informed teaching, more teacher education programs are incorporating trauma-informed content to prepare preservice teachers for their future classrooms. For this study, we examined student coursework and clinical experiences related to student trauma and trauma-informed teaching with a group of preservice teachers (N = 25). A thematic analysis of written reflections and interviews revealed deficit-based ideologies connected to student trauma with minimal attention directed at student strengths and resilience. Preservice teachers viewed student trauma in relation to behavioral issues, as circumstances that teachers have to deal with, and as a result of family and community deficiencies. A few students recognized trauma in relation to resilience by viewing schools and teachers as a protective factor. Informal stories shared by cooperating teachers appeared to feed these deficit views, as well as some course-related materials and projects. Recommendations for teacher educators are discussed.
Funding Source
This article was published Open Access thanks to a transformative agreement between Milner Library and Taylor & Francis.
DOI
10.1080/10476210.2024.2307360
Recommended Citation
Miller, Kyle and Flint-Stipp, Karen, "The Unintended Consequences of Integrating Trauma-informed Teaching into Teacher Education" (2024). Faculty Publications - College of Education. 35.
https://ir.library.illinoisstate.edu/fped/35
Comments
First published in Teaching Education, https://doi.org/10.1080/10476210.2024.2307360.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/ licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.