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Exploring pre-service physical education teachers' trauma-related learning experiences in schools

This paper explores pre-service physical education (PE) teachers' experiences of working with trauma-affected young people whilst on placement in schools. It involved an online professional learning programme which facilitated reflective discussions to explore their experiences. The pre-service...

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Main Authors: Shirley Gray, Rachel Sandford, Thomas Quarmby, Oliver Hooper
Format: Default Article
Published: 2023
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Online Access:https://hdl.handle.net/2134/23579589.v1
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author Shirley Gray
Rachel Sandford
Thomas Quarmby
Oliver Hooper
author_facet Shirley Gray
Rachel Sandford
Thomas Quarmby
Oliver Hooper
author_sort Shirley Gray (10808766)
collection Figshare
description This paper explores pre-service physical education (PE) teachers' experiences of working with trauma-affected young people whilst on placement in schools. It involved an online professional learning programme which facilitated reflective discussions to explore their experiences. The pre-service teachers revealed that the school context influenced their trauma-related learning, which took place across multiple sites throughout the school, with both teachers and pupils. These findings evidence the need to support pre-service PE teachers’ school-based learning, encouraging them to explore the broader context of the school, seek supportive relationships and co-develop strategies to create positive and safe learning environments.
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institution Loughborough University
publishDate 2023
record_format Figshare
spelling rr-article-235795892023-06-19T00:00:00Z Exploring pre-service physical education teachers' trauma-related learning experiences in schools Shirley Gray (10808766) Rachel Sandford (1257177) Thomas Quarmby (7239755) Oliver Hooper (5854271) Curriculum and pedagogy Education systems Specialist studies in education Trauma Physical education School-based learning Placement Pre-service teachers Reflection <p>This paper explores pre-service physical education (PE) teachers' experiences of working with trauma-affected young people whilst on placement in schools. It involved an online professional learning programme which facilitated reflective discussions to explore their experiences. The pre-service teachers revealed that the school context influenced their trauma-related learning, which took place across multiple sites throughout the school, with both teachers and pupils. These findings evidence the need to support pre-service PE teachers’ school-based learning, encouraging them to explore the broader context of the school, seek supportive relationships and co-develop strategies to create positive and safe learning environments.</p> 2023-06-19T00:00:00Z Text Journal contribution 2134/23579589.v1 https://figshare.com/articles/journal_contribution/Exploring_pre-service_physical_education_teachers_trauma-related_learning_experiences_in_schools/23579589 CC BY 4.0
spellingShingle Curriculum and pedagogy
Education systems
Specialist studies in education
Trauma
Physical education
School-based learning
Placement
Pre-service teachers
Reflection
Shirley Gray
Rachel Sandford
Thomas Quarmby
Oliver Hooper
Exploring pre-service physical education teachers' trauma-related learning experiences in schools
title Exploring pre-service physical education teachers' trauma-related learning experiences in schools
title_full Exploring pre-service physical education teachers' trauma-related learning experiences in schools
title_fullStr Exploring pre-service physical education teachers' trauma-related learning experiences in schools
title_full_unstemmed Exploring pre-service physical education teachers' trauma-related learning experiences in schools
title_short Exploring pre-service physical education teachers' trauma-related learning experiences in schools
title_sort exploring pre-service physical education teachers' trauma-related learning experiences in schools
topic Curriculum and pedagogy
Education systems
Specialist studies in education
Trauma
Physical education
School-based learning
Placement
Pre-service teachers
Reflection
url https://hdl.handle.net/2134/23579589.v1