acase@tulane.edu / The current study examined the impact of a professional development training in trauma-informed approaches on teacher attitudes. The current study had two main purposes: first, to determine whether two components of attitudes, perception of the problem and self-efficacy, became more trauma-informed among teachers following a professional development training; and second, to investigate whether that change in attitudes was linked to initial levels of familiarity with trauma-informed approaches and/or years of experience. Teachers from 6 schools that are part of the New Orleans Trauma-Informed Schools Learning Collaborative participated in the study (N = 163; 68.7% female, 58.9% White). Teachers filled out demographic information and completed the ARTIC scale (Baker, Brown, Wilcox, Overstreet & Arora, 2015) both before and after training. A paired-samples t-test revealed that perception of a problem and self-efficacy among teachers did become significantly more aligned with trauma-informed approaches following the training. However, contrary to the hypothesis, familiarity and years of experience did not moderate perception of a problem or self-efficacy. Regardless, these results have important implications for the trauma-informed schools movement as they show that PD trainings can positively impact teacher attitudes, potentially increasing teacher motivation to carry out trauma-informed practices in the classroom. / 1 / Juliana Vanderburg

<p>This is a study, where we have deepened ourselves little more in the Swedish and the Turkish teacher training. We have both looked on the differences and the resemblances. We are also aware about that the essay builds on a small study and a limited material, special when it comes to the Turkish teacher training. Therefore we have drawn our conclusions with big caution. They are examined and preliminary, but we are than however convinced about that. Our essay gives an insight on how both teacher trainings are edified and what they have for aim.</p><p>We have looked on the governing documents for the teacher trainings for respective country and therefore will we not neither forget away to point out that the study's focus lies firstly and mainly on the different governing documents for both the Swedish teacher training and the Turkish teacher training. We have also carried out written interviews with teacher students both from Sweden and Turkey.</p><p>Our central aim with the study and that we found the most interesting question, how is shaped teacher students to teachers?, through the equal/the different teacher trainings, according to the politicians that constant speaks about the teacher's importance for the society and its development and that we came until through looking on the governing documents and through our questionnaire survey, was that the in both countries exists a value system that moulds the proposed teachers. Moreover, we found more resemblances than what we believed that existed. The biggest differences each depending on the both countries' historical development of the school.</p>

This is a study, where we have deepened ourselves little more in the Swedish and the Turkish teacher training. We have both looked on the differences and the resemblances. We are also aware about that the essay builds on a small study and a limited material, special when it comes to the Turkish teacher training. Therefore we have drawn our conclusions with big caution. They are examined and preliminary, but we are than however convinced about that. Our essay gives an insight on how both teacher trainings are edified and what they have for aim. We have looked on the governing documents for the teacher trainings for respective country and therefore will we not neither forget away to point out that the study's focus lies firstly and mainly on the different governing documents for both the Swedish teacher training and the Turkish teacher training. We have also carried out written interviews with teacher students both from Sweden and Turkey. Our central aim with the study and that we found the most interesting question, how is shaped teacher students to teachers?, through the equal/the different teacher trainings, according to the politicians that constant speaks about the teacher's importance for the society and its development and that we came until through looking on the governing documents and through our questionnaire survey, was that the in both countries exists a value system that moulds the proposed teachers. Moreover, we found more resemblances than what we believed that existed. The biggest differences each depending on the both countries' historical development of the school.