Teacher Candidates’ Perceptions of Preparedness of Teaching Students Who Experience Trauma

Abstract

Within a Clinical Model of teacher preparation, teacher candidates spend sustained time in classrooms, where they are inevitably exposed to children who experience trauma. It is necessary that educators are prepared to support learners who experience trauma. The qualitative study analyzed two surveys from 15 early childhood teacher candidates to understand their perceived preparedness to support children who experience trauma. Results indicate that teacher candidates feel “somewhat” prepared to support children who experience trauma, but feel as though they need more education, training, and experience. Teacher candidates are concerned about not having the appropriate and effective supports and strategies to equitably support all children in the classroom. Respondents believe a seminar of school support personnel is beneficial to their preparation and recognized the value of collaborating with school-support colleagues.. Implications point to the need for teacher education programs to require coursework and opportunities for teacher candidates to learn about the biology of trauma and how trauma can impact behavior and functioning. Teacher education programs should embed trauma-sensitive education throughout program experiences.

Keywords

• trauma
• early childhood education
• teacher preparation
• teacher education
• teacher candidates

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