Developing trauma-informed teacher education in England
Trauma-informed practice in education is an area of growing interest in England and internationally. Embracing trauma-informed practice in schools requires trauma and related content to be included in teacher education. Over a period of eight years, a short course was developed and incorporated int...
| Format: | Article |
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| Language: | English |
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UCL Press
2023-09-01
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| Series: | London Review of Education |
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| Online Access: | https://journals.uclpress.co.uk/lre/article/pubid/LRE-21-29/ |
| _version_ | 1827221202810175488 |
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| collection | DOAJ |
| description |
Trauma-informed practice in education is an area of growing interest in England and internationally. Embracing trauma-informed practice in schools requires trauma and related content to be included in teacher education. Over a period of eight years, a short course was developed and incorporated into the teacher preparation programmes at a large university in England. Through methods of teacher educator self-study and autoethnography, we examine the process of the course’s development and identify mechanisms, enablers and barriers to change in the current policy context of teacher education in England. Important factors that supported change were the gradual development, external collaboration, positive outcomes as a warrant and source of motivation, the development of champions and enthusiasts for trauma-informed practice, and departmental leadership support. Barriers to the development were the constraints of prescribed content on initial teacher education courses, prevailing practices in some schools and settings, challenges in adapting material suitably for all education phases, and some beginning teachers’ responses to personally relevant course content. The successful introduction of the short course demonstrates that inclusion of trauma-informed content in initial teacher education is possible even in an unfavourable policy environment.
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| first_indexed | 2024-03-07T19:00:25Z |
| format | Article |
| id | doaj.art-af26f00f815248ee98787afcb86f4eff |
| institution | Directory Open Access Journal |
| issn | 1474-8479 |
| language | English |
| last_indexed | 2025-03-21T16:18:51Z |
| publishDate | 2023-09-01 |
| publisher | UCL Press |
| record_format | Article |
| series | London Review of Education |
| spelling | doaj.art-af26f00f815248ee98787afcb86f4eff2024-06-17T15:22:25ZengUCL PressLondon Review of Education1474-84792023-09-0121110.14324/LRE.21.1.29Developing trauma-informed teacher education in England Trauma-informed practice in education is an area of growing interest in England and internationally. Embracing trauma-informed practice in schools requires trauma and related content to be included in teacher education. Over a period of eight years, a short course was developed and incorporated into the teacher preparation programmes at a large university in England. Through methods of teacher educator self-study and autoethnography, we examine the process of the course’s development and identify mechanisms, enablers and barriers to change in the current policy context of teacher education in England. Important factors that supported change were the gradual development, external collaboration, positive outcomes as a warrant and source of motivation, the development of champions and enthusiasts for trauma-informed practice, and departmental leadership support. Barriers to the development were the constraints of prescribed content on initial teacher education courses, prevailing practices in some schools and settings, challenges in adapting material suitably for all education phases, and some beginning teachers’ responses to personally relevant course content. The successful introduction of the short course demonstrates that inclusion of trauma-informed content in initial teacher education is possible even in an unfavourable policy environment. https://journals.uclpress.co.uk/lre/article/pubid/LRE-21-29/trauma-informedteacher educationteacher trainingprofessional development |
| spellingShingle | Developing trauma-informed teacher education in England London Review of Education trauma-informed teacher education teacher training professional development |
| title | Developing trauma-informed teacher education in England |
| title_full | Developing trauma-informed teacher education in England |
| title_fullStr | Developing trauma-informed teacher education in England |
| title_full_unstemmed | Developing trauma-informed teacher education in England |
| title_short | Developing trauma-informed teacher education in England |
| title_sort | developing trauma informed teacher education in england |
| topic | trauma-informed teacher education teacher training professional development |
| url | https://journals.uclpress.co.uk/lre/article/pubid/LRE-21-29/ |