Student trauma, trauma-informed teaching, and self-care in preservice teachers’ clinical experiences-Reference-Cited by-同舟云学术

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Student trauma, trauma-informed teaching, and self-care in preservice teachers’ clinical experiences

Published:2022-11-23 Issue:1 Volume:27 Page:55-74
ISSN:1366-4530
Container-title:Teacher Development
language:en
Short-container-title:Teacher Development

Author:

Miller Kyle¹,Flint Stipp Karen²,Bazemore-Bertrand Shamaine³

Affiliation:

1. School of Teaching and Learning, College of Education, Illinois State University, Normal, IL, USA

2. School of Social Work, College of Arts and Sciences, Illinois State University, Normal, IL, USA

3. Elementary and Early Childhood Education, School of Education, The College of New Jersey, Ewing, NJ, USA

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/13664530.2022.2146180

Reference80 articles.

1. Infant–mother attachment.

2. Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship

3. Teachers' perspectives on providing support to children after trauma: A qualitative study.

4. Influencing Preservice Teachers’ Attitudes About Working With Low-Income and/or Ethnic Minority Families

Cited by 1 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. The unintended consequences of integrating trauma-informed teaching into teacher education;Teaching Education;2024-01-28

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