Disruption, Transition, and Re-Imagining: Teaching, Learning and Development in the Midst of the Two Pandemics

Autor/inn/en	Many, Joyce E.; Bhatnagar, Ruchi; Tanguay, Carla L.
Titel	Disruption, Transition, and Re-Imagining: Teaching, Learning and Development in the Midst of the Two Pandemics
Quelle	In: International Journal on Social and Education Sciences, 4 (2022) 3, S.423-445 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Many, Joyce E.) ORCID (Bhatnagar, Ruchi) ORCID (Tanguay, Carla L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Pandemics; COVID-19; Beginning Teachers; Case Studies; Teacher Attitudes; Culturally Relevant Education; Educational Change; Racism; Equal Education; Teacher Education Programs; Futures (of Society); Teaching Experience; Teaching Methods; Urban Schools; Barriers; Learner Engagement; Student Centered Learning; Distance Education; Elementary School Teachers; Middle School Teachers; High School Teachers + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Case study; Fallstudie; Case Study; Lehrerverhalten; Bildungsreform; Rassismus; Future; Society; Zukunft; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Distance study; Distance learning; Fernunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule
Abstract	In "Will Schools Change Forever," Waite and Arnett contend our educational system, and our society as a whole, have been confronted with two pandemics, COVID-19 and systemic racism (2020). Both of these pandemics have acerbated challenges schools must address and have exposed chronic inequities in educational systems. Our inquiry is case study of 23 novice teachers who graduated from our urban institution and their perception of how the pandemics impacted the development of their students, their own professional trajectory, and their future instruction. Semi-structured interviews focused on educators' approaches to instruction across 12-18 months of the pandemic. Data were analyzed using NVivo through open coding. Results indicated novice teachers' initial teaching experiences were disrupted by both COVID-19 and the social unrest during this time period. The challenges they faced reflected their focus as culturally responsive educators who were working to meet the needs of the learners in the urban schools where they were employed. The stories they shared related their challenges (a) in engaging students, and (b) in making connections to students and building a sense of community in the virtual environment. Eventually, however, these educators were able to transition to effectiveness as student-centered educators (a) by embracing the digital environment, and (b) by providing supports for student success. Drawing on their experiences and perceptions, our participants also offered advice on reimagining education and classrooms of the future for the new normal. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. ISTES Organization, Monument, CO 80132. e-mail: istesorganization@gmail.com; e-mail: ijonsesoffice@gmail.com; Web site: https://www.ijonses.net/index.php/ijonses
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01