Abstract In this study, two cohorts of university students in an employment‐based teacher education course undertook trauma‐informed education training embedded within their coursework to enhance their preparedness to work with diverse learners and their self‐efficacy for trauma‐informed teaching. With increased calls for teacher preparation programmes to better educate preservice teachers about trauma and its impact on learners, trauma‐informed teacher education presents an opportunity to develop approaches that are responsive to students with adverse childhood experiences. Yet, there is limited evidence of how best to prepare teacher candidates to engage in trauma‐informed teaching practices. A sequential explanatory mixed methods design investigated the training's impact and participants' attempts to translate learning into professional practices. The results indicated that participants experienced a significant initial boost in their self‐efficacy for trauma‐informed practice, which held throughout professional experience. Participants developed new beliefs, practical skills, self‐strategies and insights on effective trauma‐informed teacher education. Integrated quantitative and qualitative data suggested that effective trauma‐informed teacher education leverages key sources of teacher self‐efficacy, such as vicarious learning and mastery experience to support the transfer of training to authentic classroom contexts and reinforces the need for extensive practical application for preservice teachers to gain confidence in trauma‐informed practices. Preservice teachers noted mindset shifts as they became more adept at understanding behaviour through a trauma lens, and the common realisation of the vital role of strong relational orientations and skills underpinned by unconditional positive regard for their students.
Witter et al. (Fri,) studied this question.