Trauma-Informed Initial Teacher Training: Identity Orientations in the Case of Dual Traumas
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| Title: | Trauma-Informed Initial Teacher Training: Identity Orientations in the Case of Dual Traumas |
|---|---|
| Language: | English |
| Authors: | Burcu Turhan |
| Source: | Journal of Education for Teaching: International Research and Pedagogy. 2026 52(2):236-249. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teacher Education, Trauma Informed Approach, English (Second Language), Language Teachers, Natural Disasters, Trauma, Classroom Environment, Safety, Second Language Instruction, Foreign Countries, Self Concept, Professional Identity |
| Geographic Terms: | Turkey |
| DOI: | 10.1080/02607476.2026.2615256 |
| ISSN: | 0260-7476 1360-0540 |
| Abstract: | This qualitative case study unpacks the practiced, imagined and trauma-informed identities of a group of English-as-a-foreign-language (EFL) student teachers in the case of dual traumas. The student teachers experienced catastrophic earthquakes during their third year of study at university. Six months after the earthquakes, they were engaged in 5-week online discussion sessions on trauma-informed pedagogy through scaffolded practices that were followed by individual reflection writing. They raised awareness of how to cultivate a safe, engaging and responsive classroom environment, and how to incorporate the basics of trauma-informed pedagogy into EFL classes. The data were collected through metaphorical representation sheets which were employed before and after the online discussions. Constant-comparative analyses demonstrated a shift towards a stronger sense of agency and perception of adequacy, indicating positive identity orientations. Considering its potential to foster identity development, trauma-informed pedagogy can be added to initial teacher training curricula as a sub-branch of teacher knowledge base. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505090 |
| Database: | ERIC |
| Abstract: | This qualitative case study unpacks the practiced, imagined and trauma-informed identities of a group of English-as-a-foreign-language (EFL) student teachers in the case of dual traumas. The student teachers experienced catastrophic earthquakes during their third year of study at university. Six months after the earthquakes, they were engaged in 5-week online discussion sessions on trauma-informed pedagogy through scaffolded practices that were followed by individual reflection writing. They raised awareness of how to cultivate a safe, engaging and responsive classroom environment, and how to incorporate the basics of trauma-informed pedagogy into EFL classes. The data were collected through metaphorical representation sheets which were employed before and after the online discussions. Constant-comparative analyses demonstrated a shift towards a stronger sense of agency and perception of adequacy, indicating positive identity orientations. Considering its potential to foster identity development, trauma-informed pedagogy can be added to initial teacher training curricula as a sub-branch of teacher knowledge base. |
|---|---|
| ISSN: | 0260-7476 1360-0540 |
| DOI: | 10.1080/02607476.2026.2615256 |
