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Remote Teacher Preparation Amidst COVID-19: Creating Trauma-Informed Communities of Inquiry

Remote Teacher Preparation Amidst COVID-19: Creating Trauma-Informed Communities of Inquiry

Lindsey A. Chapman, Tara Mathien
Copyright: © 2021 |Pages: 17
ISBN13: 9781799869443|ISBN10: 179986944X|ISBN13 Softcover: 9781799869450|EISBN13: 9781799869467
DOI: 10.4018/978-1-7998-6944-3.ch013
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MLA

Chapman, Lindsey A., and Tara Mathien. "Remote Teacher Preparation Amidst COVID-19: Creating Trauma-Informed Communities of Inquiry." Shifting to Online Learning Through Faculty Collaborative Support, edited by Caroline M. Crawford, IGI Global, 2021, pp. 248-264. https://doi.org/10.4018/978-1-7998-6944-3.ch013

APA

Chapman, L. A. & Mathien, T. (2021). Remote Teacher Preparation Amidst COVID-19: Creating Trauma-Informed Communities of Inquiry. In C. Crawford (Ed.), Shifting to Online Learning Through Faculty Collaborative Support (pp. 248-264). IGI Global. https://doi.org/10.4018/978-1-7998-6944-3.ch013

Chicago

Chapman, Lindsey A., and Tara Mathien. "Remote Teacher Preparation Amidst COVID-19: Creating Trauma-Informed Communities of Inquiry." In Shifting to Online Learning Through Faculty Collaborative Support, edited by Caroline M. Crawford, 248-264. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6944-3.ch013

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Abstract

In March 2020, the World Health Organization declared COVID-19 a worldwide pandemic. As a result, teacher preparation programs faced an immediate shift from face-to-face instruction and field experiences to virtual learning with little lead time. This chapter presents a trauma-informed community of inquiry (CoI) framework with a specific focus on teacher preparation. It offers insights for course revision, pedagogy and instruction, and interactions with students during these unprecedented times through examining implementation and collaboration efforts within two programs.

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