This paper presents practical insights and pedagogical praxis emerging from the design and implementation of a crisis management course for preservice teachers at a Canadian postsecondary institution. School crises pose significant threats to safety and security, often resulting in serious harm to students and staff while disrupting teaching and learning. Despite the presence of crisis management plans in many Canadian K–12 schools, these plans frequently assume that educators have received prior training. Research indicates, however, that crisis training occurs after teachers enter the profession, reflecting a reactive rather than proactive approach to preparedness. This gap leaves preservice teachers underprepared for high stakes situations early in their careers. Using an autobiographical and self study approach, this research provides insights on the pedagogical decisions, challenges, and innovative approaches that emerged during the design and instruction of the preservice crisis management course. Drawing on these insights, this study proposes practical strategies for integrating experiential learning and critical reflection to enhance preservice teachers’ sense of preparedness and professional responsibility. This study underscores the importance of proactively and intentionally preparing preservice teachers for crisis situations and offers recommendations, and implications for teacher education programs seeking to address similar gaps within their faculties.

Authors:
Glory Ovie, University of British Columbia, Canada

About the Presenter(s)
Dr. Glory Ovie is currently an Assistant Professor of Education at the Faculty of Education, University of British Columbia.

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