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9 a.m. - 8 p.m.
Phone: (843) 805-6930
West Ashley Library
9 a.m. – 7 p.m.
Phone: (843) 766-6635
Folly Beach Library
Closed for renovations
Phone: (843) 588-2001
John L. Dart Library
9 a.m. – 7 p.m.
Phone: (843) 722-7550
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Mt. Pleasant Library
9 a.m. – 8 p.m.
Phone: (843) 849-6161
Dorchester Road Library
9 a.m. - 8 p.m.
Phone: (843) 552-6466
Edgar Allan Poe/Sullivan's Island Library
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John's Island Library
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McClellanville Library
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Edisto Library
9 a.m. - 6 p.m.
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Wando Mount Pleasant Library
9 a.m. - 8 p.m.
Phone: (843) 805-6888
Otranto Road Library
9 a.m. - 8 p.m.
Phone: (843) 572-4094
Hurd/St. Andrews Library
9 a.m. - 8 p.m.
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Baxter-Patrick James Island
9 p.m. - 8 p.m.
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Bees Ferry West Ashley Library
9 a.m. - 8 p.m.
Phone: (843) 805-6892
Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
Keith Summey North Charleston Library
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Phone: (843) 805-6909
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Teacher Candidates' Perceptions of Preparedness of Teaching Students Who Experience Trauma
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- Author(s): McClain, M. Paige (ORCID
McClain, M. Paige (ORCID 0000-0001-6435-3209 )- Language:
English- Source:
Journal of Teacher Education and Educators. 2021 10(1):5-23.- Publication Date:
2021- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: [email protected]; Web site: http://www.jtee.org; Web site: https://dergipark.org.tr/en/pub/jtee
- Peer Reviewed: Y
- Source: 19
- Education Level: Higher Education
Postsecondary Education
Early Childhood Education - Subject Terms:
- ISSN: 2147-0456
- Abstract: Within a Clinical Model of teacher preparation, teacher candidates spend sustained time in classrooms, where they are inevitably exposed to children who experience trauma. Educators need to be prepared to support such learners. This qualitative study analyzed two surveys from 15 early childhood teacher candidates to understand their perceived preparedness to support children who experience trauma. Results indicate that teacher candidates feel "somewhat" prepared to support children who experience trauma, but feel as though they need more education, training, and experience. Teacher candidates are concerned about not having the appropriate and effective support and strategies to support all children in the classroom equitably. Respondents believe a seminar of school support personnel is beneficial to their preparation and recognized the value of collaborating with school-support colleagues. Implications point to the need for teacher education programs to require coursework and opportunities for teacher candidates to learn about the biology of trauma and how trauma can impact behavior and functioning. Teacher education programs should embed trauma-sensitive education throughout program experiences.
- Abstract: As Provided
- Publication Date: 2021
- Accession Number: EJ1310243
- Availability:
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