Date of Award
Fall 2020
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
College
College of Education
Department
Department of Education
Primary Advisor
Dr. Janet Deck
Second Advisor
Dr. Thomas Gollery
Third Advisor
Dr. Erica Sirrine
Abstract
The purpose of this mixed-methods study was to explore how graduates of traditional teacher preparation programs perceived their preparedness to teach students experiencing trauma stemming from adverse childhood experiences (ACEs). The study focused on the perceptions of novice teachers working in Title 1 schools across two school districts in Central Florida. The quantitative research portion of the study involved an online survey addressing the impact of teacher preparation program coursework and clinical experiences on the teachers’ perceptions of preparedness. Qualitative data was gathered from semi-structured interviews after the survey to give voice to the novice teachers’ perceptions of preparedness. Study findings yielded implications relevant to the critical need for the inclusion of SEL competencies and trauma-informed teaching practices in teacher preparation programs. A clear need exists for leadership and faculty in traditional teacher preparation programs to purposefully transform university coursework and clinical experiences and ensure program outcomes include aspects of trauma-informed care.
Recommended Citation
Ciganek, Lisa A., "NOVICE TEACHERS’ PERCEPTIONS OF THEIR PREPAREDNESS TO TEACH STUDENTS EXPERIENCING TRAUMA: A MIXED METHODS STUDY" (2020). Doctor of Education (Ed.D). 63.
https://firescholars.seu.edu/coe/63
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Psychology Commons, Social and Philosophical Foundations of Education Commons, Teacher Education and Professional Development Commons