TRENDS OF TEACHER TRAINING TO THE IMPLEMENTATION OF TRAUMA-INFORMED EDUCATION: EXPERIENCE OF DEVELOPED COUNTRIES

Abstract

The article is a comparative education study of the peculiarities of teacher training for implementing a trauma-informed approach. The relevance of the topic is stipulated by the contradiction between the social demand for training future teachers to work with children who have experienced trauma and the development of such programmes by Ukrainian higher education institutions. The analysis of previous studies shows that the issue of preparing teachers to implement the tasks of a trauma-informed approach has been considered in the context of qualitative and quantitative research by foreign scholars. However, there is no analysis of the structures of professional training curricula for future teachers. Given this, the author aims to identify trends in such training based on the analysis of teacher training programmes and outline ways to implement promising practices in Ukraine. In the article, the results are obtained using the qualitative comparative research methodology. The research data was obtained by analysing the websites of higher education institutions and educational curricula aimed at preparing teachers to implement a trauma-informed approach. The results of the study are structured at the organisational and content levels. At the organisational level, the author identifies a trend towards micro-qualifications and distance learning. At the content level, the author identifies a trend towards the development of programmes for a wide range of specialists and developing integrated training courses centred around the trauma-informed approach. Among the prospects for the implementation of the studied foreign experience, the author identifies the development of both individual modules and individual teacher training programmes for the implementation of the trauma-informed approach.