The transformative impact of trauma-informed practices and applied educational neuroscience training on elementary preservice teachers

Abstract

This qualitative multiple case study explored how trauma-informed practices (TIPs) and applied educational neuroscience (AEN) influence the instructional development of three elementary preservice teachers. Guided by Mezirow’s Transformative Learning Theory (TLT), the study examined how participants’ beliefs and practices evolved as they engaged with TIP and AEN concepts through coursework, professional development, and microteaching experiences. Data was collected through semi-structured interviews, reflective journals, and scenario analyses, then triangulated to identify patterns of transformation. Findings revealed that preservice teachers redefined classroom management from behavior control to co-regulation, reconceptualized learning environments as emotional ecosystems, and reframed engagement as a process rooted in safety, trust, and connection. Transformation is divulged through phases of disorienting dilemmas, critical reflection, and reintegration of new professional identities aligned with TLT. The study contributes to the growing body of research on trauma-informed teacher preparation by demonstrating how TIPs and AEN can catalyze transformative growth in preservice teachers. Implications highlight the importance of embedding trauma-informed and neuroscience-based content throughout teacher preparation programs to cultivate reflective, relationship-centered educators who can support both academic and emotional regulation in their classrooms.