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The study examined changes experienced after completing education preparation programs during COVID-19, comparing participants from two states—one using evidence-based trauma-informed training and one not. Findings indicate early-adopter teachers held knowledge aligned to high-leverage trauma-informed practices, while teachers in the second state had minimal knowledge about trauma, its brain impacts, and links to positive behavior. Recommendations guide educator preparation expansion to include trauma-informed practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/history-meets-a-global-pandemic-trauma-informed-practices-and-preparation/603107/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/history-meets-a-global-pandemic-trauma-informed-practices-and-preparation/603107.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How did COVID-19 shape first-year teachers' transition to full-time roles?","Question",{"text":112,"@type":113},"The pandemic created a unique lens as teachers moved from student teaching to full-time positions, altering preparation and early practice experiences.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What difference did trauma-informed training make between the two states?",{"text":117,"@type":113},"Teachers in the early-adopter state demonstrated knowledge of high-leverage trauma-informed practices, while teachers in the other state showed little or no knowledge about trauma, brain impacts, and connections to positive behavior.",{"name":119,"@type":110,"acceptedAnswer":120},"What recommendations does the study provide for educator preparation programs?",{"text":121,"@type":113},"It recommends adding and expanding course content in trauma-informed practices so educator preparation programs can build capacity for high-leverage trauma-informed approaches.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603107,1792166288,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","HISTORY MEETS A GLOBAL PANDEMIC AND TRAUMA-INFORMED PRACTICES AND PREPARATION  \nGINGER CHRISTIAN  \nEast Tennessee State University, U.S.A.  \nSANDRA A. LAMPLEY  \nThe University of Alabama In Huntsville, U.S.A.  \nJAMES H. LAMPLEY  \nEast Tennessee State University, U.S.A.  \nABSTRACT  \nThe global COVID-19 pandemic invited first-year teachers to a unique lens of university and local school learning experiences during their transition from student teaching to full time positions. Our study identified changes first-year teachers experienced while transitioning into fulltime teacher positions after completing their education preparation programs during COVID-19. Participants (n=8) were from two states; one that incorporates evidence-based trauma-informed training and one that does not. Teachers who had worked in the state identified as an early adopter demonstrated knowledge specific to high-leverage trauma-informed practices while teachers who worked in the second state had little to no knowledge about trauma, the impact to the brain, and inherent connections to positive behavior practices. Recommendations identify guidance for educator preparation programs interested in expanding course content to include trauma-informed practices.  \nINTRODUCTION  \nIn an increasingly interconnected and digital age, COVID-19 required teacher educator preparation programs to revise student teaching and residency activities in an unprecedented season of change. Overnight many student teachers were supporting instruction through a virtual medium. As university faculty members, we wondered what lessons could be captured from student teachers who completed their student teaching and first-year teaching experiences during the COVID-19 pandemic. To that end, we designed a qualitative study with participants in two states, located in the southern United States, to determine what changes student teachers experienced during the pandemic and as they transitioned into full time teacher positions the following year. This article highlights what we learned from their reflections and proposes recommendations for practice for educator preparation programs and school leaders supporting aspiring teachers in the field. Three themes emerged around teacher preparation experiences (1) trauma-informed practices and preparation,(2) school culture and discipline, and (3) the role of mentors. Trauma-informed practices are a part of an emerging body of research, and we found it insightful to identify and understand how to inform ideas to build capacity around high-leverage practices that support P-12 preparation programs and school leaders who serve as mentors.  \nREVIEW OF LITERATURE  \nHistory Meets a Global Pandemic  \nThere has been a long and rich history of intentional work to design rigorous educator preparation standards that guide institutions through the creation and design of curriculum grounded in research and high-leverage practices (Spring, 2011) . The Council for the Accreditation  \nEducational Planning | Summer 2023 33 Vol. 30, No. 3  \nof Educator Preparation was created in 1954 under the title National Council for Accreditation for teacher education (NCATE) and founded as a non-profit, non-governmental accrediting body. The mission encompassed increasing the value of accreditation while building on the solid foundation of institutional knowledge. In 1997 the Teacher Education Accreditation Council (TEAC) was established and dedicated their work to improving professional learning. NCATE and TEAC recognized the power of collaboration and in 2010 introduced an innovative idea to design a new accrediting body called the Council for the Accreditation of Educator Preparation (CAEP) . Since 2013 CAEP supported universities through the process of assessing and designing innovative learning experiences through their standards focused on the mission to ensure university educators are providing future teachers and administrators with knowledge and skills to advance the deve","cbCaimKwSauarpyu","https://ap.wps.com/l/cbCaimKwSauarpyu","pdf",198065,15,"English","# Abstract\n# Introduction\n# Review of Literature\n## History Meets a Global Pandemic\n## Trauma-Informed Practices","[{\"question\":\"How did COVID-19 shape first-year teachers' transition to full-time roles?\",\"answer\":\"The pandemic created a unique lens as teachers moved from student teaching to full-time positions, altering preparation and early practice experiences.\"},{\"question\":\"What difference did trauma-informed training make between the two states?\",\"answer\":\"Teachers in the early-adopter state demonstrated knowledge of high-leverage trauma-informed practices, while teachers in the other state showed little or no knowledge about trauma, brain impacts, and connections to positive behavior.\"},{\"question\":\"What recommendations does the study provide for educator preparation programs?\",\"answer\":\"It recommends adding and expanding course content in trauma-informed practices so educator preparation programs can build capacity for high-leverage trauma-informed approaches.\"}]","History Meets a Global Pandemic - Trauma-Informed Practices and Preparation | PDF",1792095724,38]