{"title":"培养具有创伤知识的未来教育工作者","authors":"D. Wuest, P. Subramaniam","doi":"10.1080/08924562.2022.2100535","DOIUrl":null,"url":null,"abstract":"Abstract This article provides teacher educators practical strategies and guidelines to help utilize trauma-informed practices in teaching to develop and foster self-regulation among preservice teachers impacted by trauma, and through this intentional and purposeful process prepare future teachers to be trauma-informed. Additionally, the importance of trauma-informed pedagogy in mitigating trauma in the classroom is highlighted.","PeriodicalId":37073,"journal":{"name":"Strategies","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Preparing Trauma-Informed Future Educators\",\"authors\":\"D. Wuest, P. Subramaniam\",\"doi\":\"10.1080/08924562.2022.2100535\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract This article provides teacher educators practical strategies and guidelines to help utilize trauma-informed practices in teaching to develop and foster self-regulation among preservice teachers impacted by trauma, and through this intentional and purposeful process prepare future teachers to be trauma-informed. Additionally, the importance of trauma-informed pedagogy in mitigating trauma in the classroom is highlighted.\",\"PeriodicalId\":37073,\"journal\":{\"name\":\"Strategies\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-09-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Strategies\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/08924562.2022.2100535\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Strategies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/08924562.2022.2100535","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Social Sciences","Score":null,"Total":0}
Abstract This article provides teacher educators practical strategies and guidelines to help utilize trauma-informed practices in teaching to develop and foster self-regulation among preservice teachers impacted by trauma, and through this intentional and purposeful process prepare future teachers to be trauma-informed. Additionally, the importance of trauma-informed pedagogy in mitigating trauma in the classroom is highlighted.
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