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Teaching is a Work of Heart: A Narrative Inquiry on the Impact of Trauma-Informed Practice on Teacher Self-Efficacy

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dc.contributor.author Bannister, Tristan
dc.date.accessioned 2019-05-11T03:16:34Z
dc.date.available 2019-05-11T03:16:34Z
dc.date.copyright 2019 en_US
dc.date.issued 2019-05-10
dc.identifier.uri http://hdl.handle.net/1828/10873
dc.description.abstract As society’s collective understanding of trauma has grown, we have begun to identify more children who enter school having already had several adverse childhood experiences. Teachers who engage empathetically with these learners can become overwhelmed and report a significant drop in self-efficacy, as they struggle to reach these children or feel unable to provide a safe learning environment. In some cases, teachers who work with children who have experienced trauma become traumatized themselves. This project examines the author’s experience as an educator to traumatized individuals through autoethnography to explain the positive impact of trauma-informed practices on their understanding of learners’ needs and sense of mastery in their role as educator. en_US
dc.language.iso en en_US
dc.rights Available to the World Wide Web en_US
dc.subject trauma-infomed practices en_US
dc.subject teacher education en_US
dc.subject elementary en_US
dc.subject narrative inquiry en_US
dc.subject autoethnography en_US
dc.subject educator well-being en_US
dc.subject self-efficacy en_US
dc.title Teaching is a Work of Heart: A Narrative Inquiry on the Impact of Trauma-Informed Practice on Teacher Self-Efficacy en_US
dc.type project en_US
dc.contributor.supervisor Wiebe, Michelle
dc.contributor.supervisor Riecken, Ted
dc.degree.department Department of Curriculum and Instruction en_US
dc.degree.level Master of Education M.Ed. en_US
dc.description.scholarlevel Graduate en_US


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