Early Childhood Education Interns’ and Cooperating Teachers’ Discussions on Trauma-Informed Practices

Abstract

ABSTRACT Due to the pervasiveness and negative impacts of trauma on students, it is essential for teachers to be prepared to use trauma-informed practices. Few studies focus on the preparation of preservice teachers for trauma-informed practices in teacher education programs. This manuscript presents findings from a mixed-methods study surveying discussions and preparation for discussions on trauma-informed practices in early childhood education communities of practice. Participants included 49 interns and cooperating teachers from nine accredited teacher education programs in one state. Findings indicate discussions on trauma and trauma-informed practices between interns and cooperating teachers inconsistently take place in internships, and trauma-informed practice preparation for some preservice teachers is insufficient. Implications for teacher educators are offered, including methods to both support interns as trauma-informed practitioners and cooperating teachers as mentors and instructors of trauma-informed practices.