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      Developing trauma-informed teacher education in England

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          Abstract

          Trauma-informed practice in education is an area of growing interest in England and internationally. Embracing trauma-informed practice in schools requires trauma and related content to be included in teacher education. Over a period of eight years, a short course was developed and incorporated into the teacher preparation programmes at a large university in England. Through methods of teacher educator self-study and autoethnography, we examine the process of the course’s development and identify mechanisms, enablers and barriers to change in the current policy context of teacher education in England. Important factors that supported change were the gradual development, external collaboration, positive outcomes as a warrant and source of motivation, the development of champions and enthusiasts for trauma-informed practice, and departmental leadership support. Barriers to the development were the constraints of prescribed content on initial teacher education courses, prevailing practices in some schools and settings, challenges in adapting material suitably for all education phases, and some beginning teachers’ responses to personally relevant course content. The successful introduction of the short course demonstrates that inclusion of trauma-informed content in initial teacher education is possible even in an unfavourable policy environment.

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          Theory-based evaluation: Past, present, and future

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              Interpretive Autoethnography

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                Author and article information

                Journal
                LRE
                London Review of Education
                Lond. Rev. Educ.
                UCL Press
                1474-8479
                06 September 2023
                : 21
                : 1
                : 29
                Affiliations
                [1 ]Sheffield Institute of Education, Sheffield Hallam University, UK
                Author notes
                [* ]Correspondence: m.s.boylan@ 123456shu.ac.uk
                Author information
                https://orcid.org/0000-0002-8581-1886
                https://orcid.org/0000-0001-9337-1166
                https://orcid.org/0000-0001-5522-9089
                https://orcid.org/0000-0002-4878-4321
                https://orcid.org/0000-0002-3767-3730
                https://orcid.org/0009-0003-2477-326X
                https://orcid.org/0000-0003-4668-7250
                Article
                LRE-21-29
                10.14324/LRE.21.1.29
                10144196-05a3-4bb1-89f2-f87f9d7e79ec
                2023, Mark Boylan, Lynne Truelove, Sally Pearse, Sue O’Brien, Helen Sheehan, Tony Cowell and Eleanor Long.

                This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited • DOI: https://doi.org/10.14324/LRE.21.1.29.

                History
                : 31 July 2022
                : 12 July 2023
                Page count
                Pages: 14
                Categories
                Research article
                Custom metadata
                Boylan, M., Truelove, L., Pearse, S., O’Brien, S., Sheehan, H., Cowell, T. and Long, E. (2023) ‘Developing trauma-informed teacher education in England’. London Review of Education, 21 (1), 29. DOI: https://doi.org/10.14324/LRE.21.1.29.

                Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
                teacher education,trauma-informed,professional development,teacher training

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