Centering Teacher Expertise, Needs, and Wellbeing in In-Service Teacher Education: A Post/COVID-19 Study
This paper shares findings of a qualitative study on professional learning with in-service teachers during COVID-19. From 2020–2023, the authors facilitated comprehensive literacy professional learning with in-service teachers from 40 schools in the Midwest U.S. Our work aimed to center teachers as...
| Main Authors: | , , , , , , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2023-07-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/13/7/753 |
| _version_ | 1797589549775323136 |
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| author | Astri Napitupulu Jasmin Easterling Leslie Hamm Shea N. Kerkhoff Diana Hammond Tracy Brosch Nancy Robb Singer Katherine A. O’Daniels |
| author_facet | Astri Napitupulu Jasmin Easterling Leslie Hamm Shea N. Kerkhoff Diana Hammond Tracy Brosch Nancy Robb Singer Katherine A. O’Daniels |
| author_sort | Astri Napitupulu |
| collection | DOAJ |
| description | This paper shares findings of a qualitative study on professional learning with in-service teachers during COVID-19. From 2020–2023, the authors facilitated comprehensive literacy professional learning with in-service teachers from 40 schools in the Midwest U.S. Our work aimed to center teachers as experts and be responsive to teachers’ social, emotional, and professional needs. Drawing on framework for adaptability, we analyzed formative assessments, interview transcripts, and written reflections to understand teachers’ perspectives on professional learning and their praxis during COVID-19. Data revealed that participants perceived an increased need for professional learning on differentiation and focus on growth and joy. Against the backdrop of a neoliberal fixation on teacher accountability that increases stress among teachers on top of a traumatic global pandemic, we attempted to center teachers as experts and attend to teachers’ socioemotional needs by offering flexible pathways with online options and offering in-person sessions for cultivating community. Future research on teacher education for in-service teachers can provide greater insight into teacher perceptions of their professional learning needs post/COVID-19, as well as how we center teachers as knowledgeable professionals in order to challenge hierarchical power structures and deficit discourses in ways that promote their professional, social, and emotional wellbeing. |
| first_indexed | 2024-03-11T01:09:05Z |
| format | Article |
| id | doaj.art-be3735c3b1864f818144b59ba4c7c3c0 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-11T01:09:05Z |
| publishDate | 2023-07-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-be3735c3b1864f818144b59ba4c7c3c02023-11-18T19:04:01ZengMDPI AGEducation Sciences2227-71022023-07-0113775310.3390/educsci13070753Centering Teacher Expertise, Needs, and Wellbeing in In-Service Teacher Education: A Post/COVID-19 StudyAstri Napitupulu0Jasmin Easterling1Leslie Hamm2Shea N. Kerkhoff3Diana Hammond4Tracy Brosch5Nancy Robb Singer6Katherine A. O’Daniels7Department of Educator Preparation and Leadership, University of Missouri-St. Louis, St. Louis, MO 63122, USADepartment of Educator Preparation and Leadership, University of Missouri-St. Louis, St. Louis, MO 63122, USADepartment of Educator Preparation and Leadership, University of Missouri-St. Louis, St. Louis, MO 63122, USADepartment of Educator Preparation and Leadership, University of Missouri-St. Louis, St. Louis, MO 63122, USADepartment of Educator Preparation and Leadership, University of Missouri-St. Louis, St. Louis, MO 63122, USADepartment of Educator Preparation and Leadership, University of Missouri-St. Louis, St. Louis, MO 63122, USADepartment of Educator Preparation and Leadership, University of Missouri-St. Louis, St. Louis, MO 63122, USADepartment of Educator Preparation and Leadership, University of Missouri-St. Louis, St. Louis, MO 63122, USAThis paper shares findings of a qualitative study on professional learning with in-service teachers during COVID-19. From 2020–2023, the authors facilitated comprehensive literacy professional learning with in-service teachers from 40 schools in the Midwest U.S. Our work aimed to center teachers as experts and be responsive to teachers’ social, emotional, and professional needs. Drawing on framework for adaptability, we analyzed formative assessments, interview transcripts, and written reflections to understand teachers’ perspectives on professional learning and their praxis during COVID-19. Data revealed that participants perceived an increased need for professional learning on differentiation and focus on growth and joy. Against the backdrop of a neoliberal fixation on teacher accountability that increases stress among teachers on top of a traumatic global pandemic, we attempted to center teachers as experts and attend to teachers’ socioemotional needs by offering flexible pathways with online options and offering in-person sessions for cultivating community. Future research on teacher education for in-service teachers can provide greater insight into teacher perceptions of their professional learning needs post/COVID-19, as well as how we center teachers as knowledgeable professionals in order to challenge hierarchical power structures and deficit discourses in ways that promote their professional, social, and emotional wellbeing.https://www.mdpi.com/2227-7102/13/7/753professional learningprofessional developmentin-service teacher educationCOVID-19neoliberalism |
| spellingShingle | Astri Napitupulu Jasmin Easterling Leslie Hamm Shea N. Kerkhoff Diana Hammond Tracy Brosch Nancy Robb Singer Katherine A. O’Daniels Centering Teacher Expertise, Needs, and Wellbeing in In-Service Teacher Education: A Post/COVID-19 Study Education Sciences professional learning professional development in-service teacher education COVID-19 neoliberalism |
| title | Centering Teacher Expertise, Needs, and Wellbeing in In-Service Teacher Education: A Post/COVID-19 Study |
| title_full | Centering Teacher Expertise, Needs, and Wellbeing in In-Service Teacher Education: A Post/COVID-19 Study |
| title_fullStr | Centering Teacher Expertise, Needs, and Wellbeing in In-Service Teacher Education: A Post/COVID-19 Study |
| title_full_unstemmed | Centering Teacher Expertise, Needs, and Wellbeing in In-Service Teacher Education: A Post/COVID-19 Study |
| title_short | Centering Teacher Expertise, Needs, and Wellbeing in In-Service Teacher Education: A Post/COVID-19 Study |
| title_sort | centering teacher expertise needs and wellbeing in in service teacher education a post covid 19 study |
| topic | professional learning professional development in-service teacher education COVID-19 neoliberalism |
| url | https://www.mdpi.com/2227-7102/13/7/753 |
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