Professional Development in Collaborative Online Spaces: Supporting Rural Language Teachers in a "Post-Pandemic" Era

Autor/inn/en	Moser, Kelly M.; Wei, Tianlan
Titel	Professional Development in Collaborative Online Spaces: Supporting Rural Language Teachers in a "Post-Pandemic" Era
Quelle	In: New Educator, 19 (2023) 1, S.1-32 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2023.2174279
Schlagwörter	Faculty Development; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Professional Identity; Rural Schools; Teacher Leadership; COVID-19; Pandemics; Online Courses; Distance Education; Kindergarten; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; Knowledge Base for Teaching; Educational Change; Teacher Workshops; Positive Attitudes; Teaching Methods; Mississippi + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerfunktionsstelle; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching theory; Theory of teaching; Unterrichtstheorie; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In 2020, COVID-19 disrupted schooling disproportionately affecting economically disadvantaged learners, students of color, and those living in rural spaces. Nearly three years following its initial onset, the world has entered a "post-pandemic" era. Consequently, all teachers need continued professional support and training related to online (and emergency remote) instruction. This mixed methods study explored the experiences of K-12 language teachers (English as a Second or Other Language [ESOL] and World Language [WL]) in rural Mississippi who engaged with one another through an online professional development (OPD) workshop designed to improve their knowledge and skills related to online language pedagogy. The 50 educators in this study reported significant improvements in their knowledge base, intentions to modify their praxis, and more positive perceptions of working with distance or remote learners. Additionally, the OPD led teachers to challenge their traditional professional identities thereby recognizing their new roles as rural teacher leaders, architects, and collaborators. The findings of this study can address gaps in rural teacher professional support during disrupted contexts including both the design of quality OPD experiences as well as the affordances of discussions related to post-pandemic language teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01