Roadblocks and Enablers for Teacher Engagement in Professional Development Opportunities Aimed at Supporting Trauma-informed Classroom Pedagogical Practice
Article
Article Title | Roadblocks and Enablers for Teacher Engagement in Professional Development Opportunities Aimed at Supporting Trauma-informed Classroom Pedagogical Practice |
---|---|
Article Category | Article |
Authors | Collier, Simone (Author), Trimmer, Karen (Author), Bryce, India (Author) and Krishnamoorthy, Govind (Author) |
Journal Title | Journal of Graduate Education Research |
Journal Citation | 3, pp. 51-65 |
Article Number | 10 |
Number of Pages | 15 |
Year | 2022 |
Place of Publication | United States |
Web Address (URL) | https://scholarworks.harding.edu/jger/vol3/iss1/10/ |
Abstract | This paper is based on a research approach that aims to explore and explain the roadblocks and enablers for mainstream classroom teachers engaging in professional development and training focused on trauma informed pedagogical practices.. Teachers seeking resources that promote discrete behavioural and cognitive skills in the social emotional developmental domain can easily access advocacy, policy articles and resource materials that are in the form of guides, toolkits, and programs. Notwithstanding this, a second focus area is the relational approach whereby the main tenet is children’s social, emotional, and cognitive development is dependent on the relational context in which they spend their time. It is an area that emphasises the interpersonal skills of adults rather than focusing on the knowledge and behavioural skills of the child. A considerable body of research exists that supports the relational approach of trauma informed practice to mitigate the effects of risk factors in the lives of children with developmental trauma. The aim of this paper is to assess and discuss the methodology, rationale, and results for this research through examining the qualitative research process undertaken with a group of mainstream primary school teachers. This paper will examine the outcomes of the teacher interviews that highlight the roadblocks and enablers for teachers engaging in education and training to enhance their skills and knowledge on being trauma informed in their teaching practices. These results have significant implications for future framework development in school settings. |
Keywords | Teacher engagement; roadblocks; education |
ANZSRC Field of Research 2020 | 390307. Teacher education and professional development of educators |
520102. Educational psychology | |
Byline Affiliations | University of Southern Queensland |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q71zv/roadblocks-and-enablers-for-teacher-engagement-in-professional-development-opportunities-aimed-at-supporting-trauma-informed-classroom-pedagogical-practice
154
total views3
total downloads4
views this month0
downloads this month
Export as
Related outputs
Teacher Mental Health Literacy and Child Development in Australian Primary Schools: A Program Evaluation
Bowyer, Melissa, Fein, Erich C. and Krishnamoorthy, Govind. 2023. "Teacher Mental Health Literacy and Child Development in Australian Primary Schools: A Program Evaluation." Education Sciences. 13 (4), pp. 1-22. https://doi.org/10.3390/educsci13040329Trauma in Children and Adolescence
Krishnamoorthy, Govind and Mullens, Amy B.. 2023. "Trauma in Children and Adolescence." Beel, Nathan, Chinchen, Christine, Machin, Tanya and du Plessis, Carol (ed.) Common Client Issues in Counselling: An Australian Perspective. Australia. University of Southern Queensland. pp. 189-197Trauma in Adults
Mullens, Amy B., Krishnamoorthy, Govind, Gilmour, John and Bryce, India. 2023. "Trauma in Adults." Beel, Nathan, Chinchen, Christine, Machin, Tanya and du Plessis, Carol (ed.) Common Client Issues in Counselling: An Australian Perspective. Australia. University of Southern Queensland. pp. 171-188Child Maltreatment
Krishnamoorthy, Govind, Ayre, Kay, Rees, Bronwyn and Brown, Samantha. 2023. "Child Maltreatment." Beel, Nathan, Chinchen, Christine, Machin, Tanya and du Plessis, Carol (ed.) Common Client Issues in Counselling: An Australian Perspective. Australia. University of Southern Queensland. pp. 66-85Trauma Informed Education: Interdisciplinary Insights
Krishnamoorthy, Govind, Ayre, Kay and Schimke, Dayna. Schimke, Dayna (ed.) 2023. Trauma Informed Education: Interdisciplinary Insights. University of Southern Queensland.When quantity takes on a quality of its own: A retrospective exploration of the lived experience of cumulative harm
Bryce India, Beccaria, Gavin, McIlveen Peter and Du Preez Jan Du. 2023. "When quantity takes on a quality of its own: A retrospective exploration of the lived experience of cumulative harm." Child Abuse Review. https://doi.org/10.1002/car.2800Transformative change comes from more than structured content: Qualitative exploration of parent experiences of a post-separation group program
Bayliss, Luke, Krishnamoorthy, Govind, Malhotra, astha, Beel, Nathan, du Plessis, Carol, Crathern, J, Hall, Stuart and Burton, L.. 2023. "Transformative change comes from more than structured content: Qualitative exploration of parent experiences of a post-separation group program." Family Relations. pp. 1-17. https://doi.org/10.1111/fare.12836Separated parents’ experiences with the Australian school system: an overview
Desmarchelier, Renee, Bryce, India, Schaffer, Krystal, Lawrence, Jill and Cantrell, Kate. 2022. "Separated parents’ experiences with the Australian school system: an overview ." The Australian Educational Researcher. https://doi.org/10.1007/s13384-022-00596-3