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 |
| 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 |
| 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. |
|---|---|
| ISSN: | 1029-5968 2521-6015 |
| DOI: | 10.26522/jiste.v29i2.5113 |
