Faculty
Education
Supervisor Name
Dr. Susan Rodger
Keywords
teacher wellness, trauma and violence-informed care, professional development, Associate Teachers, Teacher Candidates
Description
The work of teachers is increasingly complex. This research project explores the effects of this work, current knowledge and attitudes, and the possibilities for professional development and support in teacher wellness, inclusion, and working with students who have difficult experiences.
An online survey was sent to Associate Teachers and Teacher Candidates in the B.Ed. program at Western University. The questions in this survey asked participants about their wellness, beliefs about learning and teaching, and the effects of trauma. Participants were also invited to share what types of professional development and resources related to teacher wellness (such as specific topics and format) they would be interested in receiving.
The results have informed the design of a free conference event at the Faculty of Education filled with various discussions, workshops, and resources related to teacher wellness and trauma and violence-informed care in education, as well as an online, self-directed module that provides information and tools for wellness, trauma-informed teaching, and classrooms.
Acknowledgements
Thank you to Dr. Susan Rodger, Dr. Jacqueline Specht, Dr. Kathryn Hibbert, the research team, the Faculty of Education, and the Western Undergraduate Summer Research Internships (USRI) program for their support in this project.
Document Type
Poster
Exploring and Attending to the Wellness Needs of Teachers in a Trauma and Violence-Informed Care Framework
The work of teachers is increasingly complex. This research project explores the effects of this work, current knowledge and attitudes, and the possibilities for professional development and support in teacher wellness, inclusion, and working with students who have difficult experiences.
An online survey was sent to Associate Teachers and Teacher Candidates in the B.Ed. program at Western University. The questions in this survey asked participants about their wellness, beliefs about learning and teaching, and the effects of trauma. Participants were also invited to share what types of professional development and resources related to teacher wellness (such as specific topics and format) they would be interested in receiving.
The results have informed the design of a free conference event at the Faculty of Education filled with various discussions, workshops, and resources related to teacher wellness and trauma and violence-informed care in education, as well as an online, self-directed module that provides information and tools for wellness, trauma-informed teaching, and classrooms.