Rethinking competences for initial language teacher training through trauma-informed lens

Abstract

The chapter discusses the importance of implementing the trauma-informed approach in pre-service language teacher training. The purpose of this chapter is to identify the scope of competencies language teachers should possess when implementing a trauma-informed approach in teaching languages. This study is exploratory research extensively employing a qualitative research methodology through grounded theory. The triangulation strategy was used to collect the data on the issue from the analysis of certificate teacher training curricula at universities, analysis of policy requirements for initial teacher training and the analysis of quantitative data on perspectives of pre-service elementary school language teachers on trauma-informed approach. The results are presented as a competency- based matrix covering subsections of knowledge, skills, and attitudes necessary for pre-service English language teachers implementing the trauma-informed approach.