Exploration of Barriers and Roadblocks for Mainstream Teachers to Engage in Professional Development and Training of Trauma Informed Classroom Pedagogy
||09 March 2020
||9:00 AM - 10:30 AM
||Toowoomba - Q303, or via Zoom
||For more information, please contact the Graduate Research School.
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Teachers are rarely trauma informed in their classroom practice and this is a concerning issue relating to initial teacher training and ongoing pedagogy as a teacher progresses throughout their career. An exploratory sequential mixed methods (ESMM) approach will be utilised in this three-phase study. This research will have significant impacts on enabling an understanding of the reasons mainstream classroom teachers chose to either engage or not engage in learning opportunities related to childhood abuse and neglect and the adoption of trauma informed pedagogy in their classrooms. This study will contribute to current literature through a comprehensive review of current national and international research that has attempted to explore and explain how to best teach sensitive subject matter related to children to practicing teachers.