Shifting Teacher Practice in Trauma-Affected Classrooms: Practice Pedagogy Strategies within a Trauma-Informed Positive Education Model

Autor/inn/en	Brunzell, Tom; Stokes, Helen; Waters, Lea
Titel	Shifting Teacher Practice in Trauma-Affected Classrooms: Practice Pedagogy Strategies within a Trauma-Informed Positive Education Model
Quelle	In: School Mental Health, 11 (2019) 3, S.600-614 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brunzell, Tom) ORCID (Stokes, Helen) ORCID (Waters, Lea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-018-09308-8
Schlagwörter	Elementary Secondary Education; Teaching Methods; Faculty Development; Trauma; At Risk Students; Child Abuse; Child Neglect; Violence; Teacher Competencies; Student Needs; Program Development; Program Implementation; Curriculum Development; Classroom Techniques + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Kindesvernachlässigung; Gewalt; Lehrkunst; Programmplanung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Klassenführung
Abstract	This study explored how primary and secondary school teachers changed their practice pedagogy as they underwent training in trauma-informed positive education (Brunzell et al., Contemp School Psychol 20:63-83, 2016b. https://doi.org/10.1007/s40688-015-0070-x). TIPE integrates teaching strategies from two practice paradigms: trauma-informed education and positive education in order to educate vulnerable students who struggle in school due to trauma histories from abuse, neglect and/or violence. Over the course of 1 year, teachers (N = 18) co-designed and/or adapted TIPE through an iterative procedure of appreciative inquiry participatory action research. The aim was to strengthen teacher capacities in order to assist their students to overcome classroom-based adversity and to bolster their learning. This study privileged teachers' phenomenological experience of TIPE by investigating the experiential aspects of planning for and implementing curriculum and classroom management. Two emergent themes were found in the qualitative data: (1) increasing relational capacity and (2) increasing psychological resources. These results were analysed through contemporary frames of teacher practice, which revision the purpose of teacher practice as a set of practice challenges to better assist teachers in educating their vulnerable student cohorts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01