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

Date

2019-05-10

Authors

Bannister, Tristan

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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.

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Keywords

trauma-infomed practices, teacher education, elementary, narrative inquiry, autoethnography, educator well-being, self-efficacy

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