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A Phenomenological Study of Educator Trauma Self-Reflection.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Phenomenological Study of Educator Trauma Self-Reflection./
Author:	McRae, Tiffany.
Description:	1 online resource (153 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-03, Section: B.
Contained By:	Dissertations Abstracts International85-03B.
Subject:	Mental health. -
Online resource:	click for full text (PQDT)
ISBN:	9798380365116

A Phenomenological Study of Educator Trauma Self-Reflection.
McRae, Tiffany.

A Phenomenological Study of Educator Trauma Self-Reflection. - 1 online resource (153 pages)

Source: Dissertations Abstracts International, Volume: 85-03, Section: B.

Thesis (Ph.D.)--The Union Institute, 2023.

Includes bibliographical references

In recent decades, there has been a plethora of research done on trauma-informed pedagogy for students in schools. By contrast, there is much less research on the trauma of teachers when it comes to the classroom. The limited research that does exist on teachers highlights the benefit of teachers and educators being aware of the effects of trauma on children and why creating a trauma-informed pedagogy is beneficial, but that literature does not include instructor self-reported trauma and its mitigation. These insights suggest a need for a greater focus on asking educators more often about their own psychology and their own experience of trauma, whatever that may look like. The goal of this dissertation was to explore the experience of trauma in the classroom from the instructor's perspective and to better understand how trauma plays a role in the lives of instructors. It offers a look into the needs of trauma-informed pedagogy for instructors and asks the question: How do educators experience their own trauma in the classroom? For this study, classroom means any learning environment where people are being trained for something. The scope of the co-researchers' experiences ranged from business training environments to community college settings to vocational settings. The findings demonstrated an increased understanding of educators' capacity for self-understanding and self-reflection when working with students in the classroom through and how they experience their own trauma. While it is best that students learn in optimal environments that allow for their academic and professional growth, the same holds true for instructors. The learning environment should be trauma informed for both students and instructors. Such environments should become places of safe and structured development to allow for optimum success.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380365116Subjects--Topical Terms:

564038
Mental health.
Subjects--Index Terms:

Learning environmentIndex Terms--Genre/Form:

554714
Electronic books.

A Phenomenological Study of Educator Trauma Self-Reflection.
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