Teacher Perspectives When Learning Trauma-Informed Practice Pedagogies: Stories of Meaning Making at Work
This qualitative study focused upon ways teachers make meaning when working with students who are affected by trauma. An 11-month longitudinal design was used to explore teachers’ perspectives (N = 18 teachers) as they reflected upon the impacts of trauma within their classrooms and as they learned...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-06-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2022.852228/full |
| _version_ | 1818238026968465408 |
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| author | Tom Brunzell Tom Brunzell Lea Waters Helen Stokes |
| author_facet | Tom Brunzell Tom Brunzell Lea Waters Helen Stokes |
| author_sort | Tom Brunzell |
| collection | DOAJ |
| description | This qualitative study focused upon ways teachers make meaning when working with students who are affected by trauma. An 11-month longitudinal design was used to explore teachers’ perspectives (N = 18 teachers) as they reflected upon the impacts of trauma within their classrooms and as they learned about trauma-informed practice strategies. Data from group interviews and participant journals were analyzed using interpretative phenomenological analysis. Results emerged that suggested common pathways in the ways teacher perspectives evolved; and these pathways were then analyzed in light of the meaningful work literatures to further suggest how work became more meaningful to these teachers when learning trauma-informed practice strategies. Teachers fostered a greater sense of meaning at work via two pathways: first by increasing their own wellbeing via personal use of trauma-informed strategies; then second, by incorporating trauma-informed strategies into their pedagogy to more effectively engage their students with learning. Increasing meaningful work for teachers who are working with trauma-affected students has promising implications for teacher professional development and workforce sustainability in schools experiencing high rates of teacher turnover and burnout as a result of teacher exposure to adverse student behavior. |
| first_indexed | 2024-12-12T12:35:07Z |
| format | Article |
| id | doaj.art-18da54edfe88445db68f29b9816d043d |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-12-12T12:35:07Z |
| publishDate | 2022-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-18da54edfe88445db68f29b9816d043d2022-12-22T00:24:21ZengFrontiers Media S.A.Frontiers in Education2504-284X2022-06-01710.3389/feduc.2022.852228852228Teacher Perspectives When Learning Trauma-Informed Practice Pedagogies: Stories of Meaning Making at WorkTom Brunzell0Tom Brunzell1Lea Waters2Helen Stokes3Melbourne Graduate School of Education, University of Melbourne, Parkville, Melbourne, VIC, AustraliaBerry Street, Melbourne, VIC, AustraliaMelbourne Graduate School of Education, University of Melbourne, Parkville, Melbourne, VIC, AustraliaMelbourne Graduate School of Education, University of Melbourne, Parkville, Melbourne, VIC, AustraliaThis qualitative study focused upon ways teachers make meaning when working with students who are affected by trauma. An 11-month longitudinal design was used to explore teachers’ perspectives (N = 18 teachers) as they reflected upon the impacts of trauma within their classrooms and as they learned about trauma-informed practice strategies. Data from group interviews and participant journals were analyzed using interpretative phenomenological analysis. Results emerged that suggested common pathways in the ways teacher perspectives evolved; and these pathways were then analyzed in light of the meaningful work literatures to further suggest how work became more meaningful to these teachers when learning trauma-informed practice strategies. Teachers fostered a greater sense of meaning at work via two pathways: first by increasing their own wellbeing via personal use of trauma-informed strategies; then second, by incorporating trauma-informed strategies into their pedagogy to more effectively engage their students with learning. Increasing meaningful work for teachers who are working with trauma-affected students has promising implications for teacher professional development and workforce sustainability in schools experiencing high rates of teacher turnover and burnout as a result of teacher exposure to adverse student behavior.https://www.frontiersin.org/articles/10.3389/feduc.2022.852228/fulltrauma-informed educationpositive educationteacher practicemeaningful workteacher wellbeing |
| spellingShingle | Tom Brunzell Tom Brunzell Lea Waters Helen Stokes Teacher Perspectives When Learning Trauma-Informed Practice Pedagogies: Stories of Meaning Making at Work Frontiers in Education trauma-informed education positive education teacher practice meaningful work teacher wellbeing |
| title | Teacher Perspectives When Learning Trauma-Informed Practice Pedagogies: Stories of Meaning Making at Work |
| title_full | Teacher Perspectives When Learning Trauma-Informed Practice Pedagogies: Stories of Meaning Making at Work |
| title_fullStr | Teacher Perspectives When Learning Trauma-Informed Practice Pedagogies: Stories of Meaning Making at Work |
| title_full_unstemmed | Teacher Perspectives When Learning Trauma-Informed Practice Pedagogies: Stories of Meaning Making at Work |
| title_short | Teacher Perspectives When Learning Trauma-Informed Practice Pedagogies: Stories of Meaning Making at Work |
| title_sort | teacher perspectives when learning trauma informed practice pedagogies stories of meaning making at work |
| topic | trauma-informed education positive education teacher practice meaningful work teacher wellbeing |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2022.852228/full |
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