The unintended consequences of integrating trauma-informed teaching into teacher education

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Teaching Education Pub Date : 2024-01-28 DOI:10.1080/10476210.2024.2307360

Kyle Miller, Karen Flint-Stipp

引用次数: 0

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. F...

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将创伤知情教学纳入师范教育的意外后果

为了满足对创伤知情教学日益增长的需求，越来越多的教师教育课程开始纳入创伤知情教学内容，以便让职前教师为未来的课堂做好准备。F...

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来源期刊

Teaching Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

6.20%

发文量

期刊介绍： Teaching Education is an interdisciplinary forum for innovative practices and research in teacher education. Submission of manuscripts from educational researchers, teacher educators and practicing teachers is encouraged. Contributions are invited which address social and cultural, practical and theoretical aspects of teacher education in university-, college-, and school-based contexts. The journal’s focus is on the challenges and possibilities of rapid social and cultural change for teacher education and, more broadly, for the transformation of education. These challenges include: the impact of new cultures and globalisation on curriculum and pedagogy; new collaborations and partnerships between universities, schools and other social service agencies; the consequences of new community and family configurations for teachers’ work; generational and cultural change in schools and teacher education institutions; new technologies and education; and the impact of higher education policy and funding on teacher education. Manuscripts addressing critical and theory-based research or scholarly reflections and debate on contemporary issues related to teacher education, will be considered. Papers should attempt to present research, innovative theoretical and/or practical insights in relevant current literature and debate.