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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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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. |
format | Default Article |
id | rr-article-23579589 |
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 |