Transcending attitudes: teacher responses to professional development in trauma-informed education

被引：0
作者：
Stacy A. Gherardi [1 ]
Allison Stoner [1 ]
机构：
[1] School of Social Work, New Mexico State University, P.O. Box 30001, Las Cruces
来源：
Discover Education | / 3卷 / 1期
关键词：
Professional development; Teacher change; Teacher learning; Trauma-informed practices; Trauma-informed schools; Trauma-sensitive schools;
D O I：
10.1007/s44217-024-00207-6
中图分类号：
学科分类号：
摘要：
The adoption of trauma-informed practices in schools is a significant and growing area of school reform efforts. It has been assumed that professional development aimed at influencing teacher attitudes toward trauma-informed care in schools is an important first step in adopting trauma-informed practices and improving student and school outcomes. However, there are gaps in the literature assessing the impact of trauma-informed professional development on teacher attitudes toward trauma-informed care, and there is little evidence linking changes in teacher attitudes to changes in practices. This exploratory study assessed teacher responses to a year-long pilot program providing intensive professional development and consultation on trauma-informed practices in one urban elementary school in the U.S. Southwest. Findings raise questions about the impact of professional development on teacher attitudes and subsequent changes to practice. © The Author(s) 2024.
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