Preservice teacher perceptions of adverse childhood experiences: an exploratory study for an educator preparation program

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Preventing School Failure Pub Date : 2021-11-11 DOI:10.1080/1045988X.2021.2002248

Adam I. Attwood, Zachary T. Barnes, Porter Jennings-McGarity, J. McConnell

引用次数: 3

Abstract

Abstract There are studies that explore the effects of adverse childhood experiences (ACEs) on childhood, but there is a gap in the research literature on trauma-informed education for educator preparation programs (EPPs). ACEs can affect how students interact with school; therefore, preservice teacher perception of ACEs matters for curriculum implementation. This pilot study of one EPP adds to the literature as an interdisciplinary inquiry across social work and teacher education. This study sets the stage for how other EPPs could address ACEs for preservice teachers prior to student teaching. The researchers address the concept of ACEs as part of trauma-informed education from the preservice teacher point of view using a mixed methods case study approach at one EPP. Supplemental data for this article is available online at https://doi.org/10.1080/1045988X.2021.2002248 .

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职前教师对不良童年经历的认知:一项针对教育者准备计划的探索性研究

摘要已有研究探讨童年不良经历对童年的影响，但对教育者准备计划(EPPs)的创伤告知教育的研究文献还存在空白。ace会影响学生与学校的互动;因此，职前教师对ace的认知对课程实施很重要。这一试点研究的一个EPP增加了跨社会工作和教师教育的跨学科调查的文献。本研究为其他epp如何在学生教学之前解决职前教师的ace问题奠定了基础。研究人员从职前教师的角度出发，采用混合方法的案例研究方法，将ace概念作为创伤知情教育的一部分。本文的补充数据可在https://doi.org/10.1080/1045988X.2021.2002248上在线获得。

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来源期刊

Preventing School Failure EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.90

自引率

11.10%

发文量

期刊介绍： Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.