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When Micro Is Not Micro: Supporting Flourishing in Teacher Education in Canada through a Microcertificate in Trauma-Sensitive Practices

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Title: When Micro Is Not Micro: Supporting Flourishing in Teacher Education in Canada through a Microcertificate in Trauma-Sensitive Practices
Language: English
Authors: Nathalie Reid (ORCID 0000-0003-3867-6981), Thi Thuy Hang Tran (ORCID 0000-0001-9292-9594)
Source: Journal of the International Society for Teacher Education. 2026 29(2):71-81.
Availability: International Society for Teacher Education. Danish School of Education, Aarhus University, Niels Juelsgade 84, 8210 Aarhus N. Denmark; e-mail: isftecontact@gmail.com; Web site: https://journals.library.brocku.ca/index.php/jiste
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Teacher Education, Foreign Countries, Microcredentials, Teacher Certification, Trauma Informed Approach, Faculty Development, Program Development, Program Implementation
Geographic Terms: Canada
DOI: 10.26522/jiste.v29i2.5113
ISSN: 1029-5968
2521-6015
Abstract: Schools in Canada have become a de facto first line of response for young people and their wellbeing needs. In response to teachers' requests for trauma-informed professional development, we created a virtual microcertificate entitled "Trauma-Informed/Sensitive Pedagogies and Practices." We used a mixed-methods approach with a convergent parallel design (Creswell & Plano Clarke, 2018) that draws on quantitative and qualitative data. Data included feedback from teacher participants at any stage of the micro-certificate program, and formal pre- and post-program surveys. Results show this virtual microcertificate can become a complementary pathway to teacher education. As most pre-service teacher education programs across Canada do not offer courses in trauma-informed education, this microcertificate offers an innovative, accessible, and responsive way to invite both pre- and in-service teachers to address this gap in Canada and countries with similar education contexts. Future challenges that we will consider include cost, accessibility, contextual requirements, and crisis response.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505257
Database: ERIC
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  Data: When Micro Is Not Micro: Supporting Flourishing in Teacher Education in Canada through a Microcertificate in Trauma-Sensitive Practices
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  Data: <searchLink fieldCode="AR" term="%22Nathalie+Reid%22">Nathalie Reid</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3867-6981">0000-0003-3867-6981</externalLink>)<br /><searchLink fieldCode="AR" term="%22Thi+Thuy+Hang+Tran%22">Thi Thuy Hang Tran</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9292-9594">0000-0001-9292-9594</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+the+International+Society+for+Teacher+Education%22"><i>Journal of the International Society for Teacher Education</i></searchLink>. 2026 29(2):71-81.
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  Data: International Society for Teacher Education. Danish School of Education, Aarhus University, Niels Juelsgade 84, 8210 Aarhus N. Denmark; e-mail: isftecontact@gmail.com; Web site: https://journals.library.brocku.ca/index.php/jiste
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Microcredentials%22">Microcredentials</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Certification%22">Teacher Certification</searchLink><br /><searchLink fieldCode="DE" term="%22Trauma+Informed+Approach%22">Trauma Informed Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Development%22">Program Development</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink>
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  Data: Schools in Canada have become a de facto first line of response for young people and their wellbeing needs. In response to teachers' requests for trauma-informed professional development, we created a virtual microcertificate entitled "Trauma-Informed/Sensitive Pedagogies and Practices." We used a mixed-methods approach with a convergent parallel design (Creswell & Plano Clarke, 2018) that draws on quantitative and qualitative data. Data included feedback from teacher participants at any stage of the micro-certificate program, and formal pre- and post-program surveys. Results show this virtual microcertificate can become a complementary pathway to teacher education. As most pre-service teacher education programs across Canada do not offer courses in trauma-informed education, this microcertificate offers an innovative, accessible, and responsive way to invite both pre- and in-service teachers to address this gap in Canada and countries with similar education contexts. Future challenges that we will consider include cost, accessibility, contextual requirements, and crisis response.
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      – SubjectFull: Microcredentials
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      – SubjectFull: Teacher Certification
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      – SubjectFull: Trauma Informed Approach
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      – SubjectFull: Canada
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      – TitleFull: When Micro Is Not Micro: Supporting Flourishing in Teacher Education in Canada through a Microcertificate in Trauma-Sensitive Practices
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